The Influence of E-Maginative Media on Critical Thinking Skills and Personal Learning Journey among Tenth-Grade Students at SMAN 1 Kademangan
DOI: https://doi.org/10.26618/48rj2688
E-maginative Media, Critical Thinking Skills, Personal Learning Journey, Pancasila Education, Interactive Digital Learning
Abstract
The urgency of this study stems from the misalignment between Indonesia’s educational programs—particularly the P5 profile, which aspires to shape critical, independent, and collaborative learners—and classroom realities in which students’ critical thinking skills (CTS) and personal learning journey (PLJ) in Pancasila Education remain relatively low. This study aims to analyse the influence of e-maginative media on CTS and PLJ among tenth-grade students. A quantitative quasi-experimental non-equivalent control group design was employed, involving an experimental class using e-maginative media—an interactive virtual book integrating text, images, case-analysis videos, and automatic evaluation—and a control class using printed textbooks. CTS were measured through tests, while PLJ was assessed via questionnaires; data were analysed using N-gain scores and simple linear regression. The results show that both groups improved between pretest and posttest, but the experimental class achieved substantially higher gains in CTS and PLJ. Regression analysis indicated that e-maginative media contributed 24.3% of the variance in CTS and 25.0% of the variance in PLJ, with statistically significant positive effects. These findings lead to the conclusion that interactive, multimodal digital media can effectively enhance higher-order thinking and self-directed learning in Pancasila Education. The novelty of this research lies in the specific application of e-maginative media to the Bhinneka Tunggal Ika topic, simultaneously targeting CTS and PLJ within a unified digital learning framework at the senior secondary level. The study contributes theoretically by reinforcing evidence on the effectiveness of interactive digital media for developing CTS and learning autonomy, practically by offering an innovative instructional alternative for teachers, and strategically by supporting the implementation of P5-oriented policies that promote character formation and digital literacy.
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