Digitalization of Web-Based Teaching Materials Through the Teams Games Tournament Learning Model to Improve Critical Thinking Skills of Elementary School Students in Civics Education (PKn)

Luqman Rohmad Maghribi (Universitas Negeri Semarang)
Eko Handoyo (Universitas Negeri Semarang)
Farid Ahmadi (Universitas Negeri Semarang)

Proceeding of International Conference on Science, Education, and Technology
Vol. 12 (2026)

The development of digital teaching materials has become a strategic priority in basic education reform in Indonesia, particularly as the Merdeka Belajar (Freedom to Learn) curriculum increasingly demands higher-order thinking skills from students at all school levels. However, Civics Education (PKn) in elementary schools is still characterized by rote memorization practices and teacher-centered instruction, resulting in underdevelopment of critical thinking skills. This study investigated the effectiveness of web-based digital teaching materials integrated with the Teams Games Tournament (TGT) cooperative learning model in improving fourth-grade elementary school students' critical thinking skills in Civics. A quasi-experimental design with a pre-test and post-test and a non-equivalent control group was used, involving 68 students from two parallel fourth-grade classes at SDN Pleburan 03 Semarang. The experimental group (n = 34) received instruction through a web-based digital teaching material platform incorporating TGT game mechanics, while the control group (n = 34) received conventional textbook-based instruction. Critical thinking skills were measured using a validated essay-based instrument aligned with the six dimensions of critical thinking: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Quantitative data were analyzed using independent sample t-tests and Mann-Whitney U tests, with effect sizes calculated using Cohen's d. Qualitative data were collected through classroom observations and teacher interviews to contextualize the quantitative findings. Results showed a statistically significant increase in critical thinking ability scores among students in the experimental group (M = 79.41, SD = 8.12) compared to the control group (M = 66.18, SD = 9.74), with a large effect size (Cohen's d = 1.47). Thematic analysis of the qualitative data identified three main themes: Digital Engagement as a Catalyst for Curiosity, Collaborative Competition as a Driver of Analytical Thinking, and Teacher Facilitation in Technology-Mediated Environments. These findings confirm that careful integration of digital instructional materials and TGT collaborative mechanisms is a pedagogically and contextually appropriate strategy for fostering critical thinking in elementary-level Citizenship Education in Indonesia.