Integrating digital literacy and critical thinking skills in improving English language skills of Elementary School Students

Kusumah, Rendi Andi (2026) Integrating digital literacy and critical thinking skills in improving English language skills of Elementary School Students. Masters thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study investigates the integration of digital literacy and critical thinking skills in improving English language skills of elementary school students. In the context of 21st-century education, digital literacy has become an essential competence that supports students’ ability to access, analyze, evaluate, and create information critically. English language learning at the elementary level requires not only linguistic competence but also higher-order thinking skills to enable students to engage meaningfully with digital texts and media. This research was conducted at SD Laboratorium UPI Cibiru, a school that has implemented digital technology as part of its learning environment. Grounded in Wheeler’s digital literacy framework and Facione’s critical thinking theory, this study focused on key components of digital literacy, namely social networking, transliteracy, and content creation, as well as critical thinking skills including interpretation, analysis, and evaluation. These theoretical perspectives were supported by Piaget’s theory of cognitive development and the Higher Order Thinking Skills (HOTS) framework, ensuring alignment with students’ developmental stages. English language skills were assessed based on the Global Scale of English (GSE), covering listening, reading, speaking, and writing competencies. This research employed a qualitative Classroom Action Research (CAR) design using the Kemmis and McTaggart model, implemented in two cycles. The participants were sixth-grade students, and data were collected through classroom observations, student interviews, learning documents, and assessment results. Data were analyzed using thematic analysis, content analysis, and document analysis to ensure credibility and triangulation of findings. The findings indicate that integrating digital literacy activities into English learning significantly enhanced students’ critical thinking skills, particularly in interpreting digital texts, analyzing information, and evaluating messages. Students also demonstrated improvements across the four English language skills through project-based learning, digital media interaction, and collaborative activities. However, the study also identified challenges, including differences in students’ digital readiness, limited reflective depth among some learners, and uneven participation in digital collaboration. Therefore, the study concludes that while digital literacy effectively supports the development of critical thinking and English language skills, its implementation requires continuous teacher guidance, structured instructional design, and equitable digital support to maximize learning outcomes.

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