Self-Directed Learning and Digital Literacy in Social Studies Learning: Efforts to Improve Students’ Critical Thinking

Muhammad Rijal Fadli; Mujazi Mujazi; Harlinda  Syofyan; Ainur Rosyid

doi:10.15823/p.2024.154.2

Self-Directed Learning and Digital Literacy in Social Studies Learning: Efforts to Improve Students’ Critical Thinking

Authors

Muhammad Rijal Fadli Esa Unggul University, Indonesia
Mujazi Mujazi Esa Unggul University, Indonesia
Harlinda Syofyan Esa Unggul University, Indonesia
Ainur Rosyid Esa Unggul University, Indonesia

DOI:

https://doi.org/10.15823/p.2024.154.2

Keywords:

critical thinking skills, digital literacy, self-directed learning, social studies learning

Abstract

This research aims to analyze the influence of self-directed learning (X1) and digital literacy (X2) on students’ critical thinking (Y) in social studies learning. This quantitative research method uses structural equation modeling (SEM) data analysis assisted by the SMARTPLS 3.0 application program. The research results explain that self-directed learning and digital literacy positively and significantly affect students' critical thinking in social studies learning so that it is no longer boring.

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Published

2024-08-13

How to Cite

Fadli, M. R., Mujazi, M., Syofyan, H. ., & Rosyid, A. (2024). Self-Directed Learning and Digital Literacy in Social Studies Learning: Efforts to Improve Students’ Critical Thinking. Pedagogika / Pedagogy, 154(2), 27–44. https://doi.org/10.15823/p.2024.154.2