INTEGRATION OF DIGITAL LITERACY IN SOCIAL STUDIES LEARNING TO ENHANCE THE CRITICAL THINKING SKILLS OF PGMI STUDENTS
DOI:
https://doi.org/10.47498/8s9at043Keywords:
Digital literacy, Social studies learning, Critical thinking, PGMI StudentsAbstract
This study aims to describe the integration of digital literacy in Social Studies (IPS) learning and its contribution to the development of critical thinking skills among students of the Madrasah Ibtidaiyah Teacher Education (PGMI) program. The study employed a descriptive qualitative approach, with data collected through in-depth interviews with students who participated in digital literacy–integrated IPS learning. Data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that the integration of digital literacy in IPS learning encourages students to critically access and evaluate digital information. Students became more selective in choosing information sources, capable of comparing multiple digital references, and able to construct logical and reflective arguments. Digital literacy–integrated IPS learning also created more contextual and meaningful learning experiences. This study confirms that digital literacy functions not only as a technological skill but also as an effective pedagogical approach for enhancing students’ critical thinking skills. Therefore, systematic integration of digital literacy is essential to improve the quality of social studies learning in higher education.
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