The relationship between critical thinking and digital literacy skills of 3rd and 4th grade students within the scope of 21st century skills

Abstract

The aim of this research is to examine the relationship between critical thinking and digital literacy skills of 3rd and 4th grade students within the scope of 21st century skills. Relational scanning model was used in the study. The data of the research was obtained from 399 students studying in public primary schools in Bolu Central district in the 2023-2024 academic year. The data of the research were obtained from the "Critical Thinking Tendencies Scale for Primary School Students" developed by Akar and Uluçınar (2023) and Şahin et al. It was obtained using the "Digital Literacy Scale for Primary School Students" developed by (2022). Arithmetic mean, standard deviation, minimum and maximum values, t test, Pearson correlation test and simple regression test were used to analyze the data. The study concluded that 3rd and 4th grade students' critical thinking tendencies and dimensions of skepticism, curiosity, open-mindedness and objectivity were at high levels. In the research, it was concluded that the digital literacy skills of 3rd and 4th grade students and their purpose of use, technical knowledge, privacy and security knowledge were at a medium level. While students' tendencies towards critical thinking skills did not show a significant difference according to grade level, their perceptions of digital literacy skills showed a significant difference in favor of 4th grade students according to grade level. A positive, low-level significant relationship was determined between critical thinking and digital literacy skills. Critical thinking skill was found to be a positive and significant predictor of students' perception of digital literacy skills.

Keywords

• Critical thinking skills
• digital literacy skills
• 21st century skills
• education 4.0
• primary school

21. yüzyıl becerileri kapsamında 3. ve 4. sınıf öğrencilerinin eleştirel düşünme ile dijital okuryazarlık becerileri arasındaki ilişki

Öz

Bu araştırmanın amacı 21. yüzyıl becerileri kapsamında 3. ve 4. sınıf öğrencilerinin eleştirel düşünme ile dijital okuryazarlık becerileri arasındaki ilişkiyi incelemektir. Çalışmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın verileri 2023-2024 eğitim öğretim yılında Bolu Merkez ilçede bulunan devlet ilkokullarında eğitim gören 399 öğrenciden elde edilmiştir. Araştırmanın verileri Akar ve Uluçınar (2023) tarafından geliştirilen “İlkokul Öğrencileri İçin Eleştirel Düşünme Eğilimleri Ölçeği” ve Şahin vd. (2022) tarafından geliştirilen “İlkokul Öğrencilerine Yönelik Dijital Okuryazarlık Ölçeği” kullanılarak elde edilmiştir. Verilerin analizinde aritmetik ortalama, standart sapma, minumum ve maksimum değerler, t testi, pearson korelasyon testi ve basit regresyon testi kullanılmıştır. Araştırmada 3. ve 4. sınıf öğrencilerinin eleştirel düşünme eğilimlerinin ve şüphecilik, meraklılık, açık fikirlilik, nesnellik boyutlarının da yüksek düzeyde olduğu sonucuna ulaşılmıştır. Araştırmada 3. ve 4. sınıf öğrencilerinin, dijital okuryazarlık becerilerinin ve kullanım amacı, teknik bilgi, gizlilik ve güvenlik bilgisi boyutlarının da orta düzeyde olduğu sonucuna ulaşılmıştır. Öğrencilerin eleştirel düşünme becerisine yönelik eğilimleri sınıf düzeyine göre anlamlı bir farklılık göstermezken, dijital okuryazarlık becerisine ilişkin algıları sınıf düzeyine göre 4. sınıf öğrencileri lehine anlamlı bir farklılık göstermiştir. Eleştirel düşünme ile dijital okuryazarlık becerileri arasında pozitif yönde düşük düzeyde anlamlı bir ilişki tespit edilmiştir. Eleştirel düşünme becerisinin, öğrencilerin dijital okuryazarlık becerisine ilişkin algının pozitif ve anlamlı yordayıcısı olduğu bulunmuştur.

Anahtar Kelimeler

• Eleştirel düşünme becerisi
• dijital okuryazarlık becerisi
• 21. yüzyıl becerileri
• eğitim 4.0
• ilkokul

Kaynakça

1. Abbas, A., Gonzalez-Cacho, T., Radovanović, D., Ali, A., & Rincón, G. B. (2024). Students’ Use of Social Media and Critical Thinking: The Mediating Effect of Engagement. içinde D. Radovanović (Ed.), Digital Literacy and Inclusion: Stories, Platforms, Communities (ss. 99-112). Springer International Publishing. https://doi.org/10.1007/978-3-031-30808-6_7
2. Akar, C. (2007). İlköğretim öğrencilerinde eleştirel düşünme becerileri [Doktora Tezi]. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
3. Akar, C., & Kara, M. (2016). İlkokul 4. sınıf öğrencilerinin eleştirel düşünme becerilerinin bazı değişkenlere göre değerlendirilmesi. International Journal of Turkish Literature, Culture, Education, 5(3), 1339-1355.
4. Akar, C. & Uluçınar, U. (2023). İlkokul 3. ve 4. sınıf öğrencileri için eleştirel düşünme eğilimleri ölçeğinin yenilenmesi. [21. Uluslararası Sınıf Öğretmenliği Eğitimi Sempozyumu]. 9-12 Kasım. Antalya/Kemer
5. Akbıyık, C. (2002). Eleştirel düşünme eğilimleri ve akademik başarı [Yüksek Lisans Tezi]. Hacettepe Üniversitesi Sosyal bilimler Enstitüsü.
6. AlJaajil, E., & Şahin, M. (2019). Critical thinking skills for primary education: the case in Lebanon. Turquoise International Journal of Educational Research and Social Studies, 1(1), 1-7.
7. Amin, A.M., & Adiansyah, R. (2023). The contribution of communication skills and digital literacy to students’ critical thinking skills. Formatif: Jurnal Ilmiah Pendidikan MIPA, 13(2), 279-294. http://dx.doi.org/10.30998/formatif.v13i2.16525
8. Aslan, S. (2018). The relationship between critical thinking skills and democratic attitudes of 4th class primary school students. International Journal of Progressive Education, 14(6), 61-69. http://doi.org/10.29329/ijpe.2018.179.5

9. Autor, D. H., Levy, F., & Murnane, R. J. (2003). The skill content of recent technological change: An empirical exploration. The Quarterly Journal of Economics, 118(4), 1279–1333. https://doi.org/10.1162/003355303322552801
10. Ayrancı-Açıkgöz, S. (2011). İlköğretim öğrencilerinin eleştirel düşünme becerileriyle matematik başarıları arasındaki ilişki [Yüksek Lisans Tezi]. Ankara Üniversitesi.
11. Ay, Ş., & Akgöl, H. (2008). Eleştirel düşünme gücü ile cinsiyet, yaş ve sınıf düzeyi. Journal of Theoretical Educational Science, 1(2), 65-75.
12. Bahşi, N. (2023). Investigation of the relationship between 21st century skills and digital literacy levels of fifth grade students and their critical thinking tendencies in terms of various variables. International Journal of Education Technology and Scientific Researches, 8(21), 375-413. http://dx.doi.org/10.35826/ijetsar.576
13. Bawden, D. (2008). Origins and concepts of digital literacy. Digital Literacies: Concepts, Policies and Practices, 30(2008), 17-32.
14. Boonjeam, W., Tesaputa, K., & Sri-ampai, A. (2017). Program development for primary school teachers’ critical thinking. International Education Studies, 10(2), 131-138. http://dx.doi.org/10.5539/ies.v10n2p131
15. Büyüköztürk, Ş. Kılıç Çakmak, E., Akgün, Ö. A., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (Geliştirilmiş 11. Baskı). Ankara: Pegem Akademi.
16. Bruce, B. C., & Casey, L. (2012). The practice of inquiry: A pedagogical ‘sweet spot’for digital literacy?. Computers in the Schools, 29(1-2), 191-206. https://doi.org/10.1080/07380569.2012.657994
17. Churchill Jr, G. A. (1979). A paradigm for developing better measures of marketing constructs. Journal of Marketing Research, 16(1), 64-73.
18. Churchill, N. (2020). Development of students’ digital literacy skills through digital storytelling with mobile devices. Educational Media International, 57(3), 271-284. https://doi.org/10.1080/09523987.2020.1833680
19. Collins, A., & Halverson, R. (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 26(1), 18-27. https://doi.org/10.1111/j.1365-2729.2009.00339.x
20. Çelik, S. (2021). Teacher education program supporting critical thinling skills: a case of primary school teachers. Revista Amazonia Investiga, 10(41), 188-198. https://doi.org/10.34069/AI/2021.41.05.19
21. Çelik, H., & Kılıçoğlu, G. (2022). Ortaokul öğrencilerinin dijital okuryazarlık düzeylerinin belirlenmesi. Anadolu Kültürel Araştırmalar Dergisi, 6(1), 115-134.
22. Çelikkaya, T., & Köşker, C. (2023). Sosyal bilgiler öğretmen adaylarının dijital okuryazarlık beceri düzeylerinin incelenmesi. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(2), 402-419. https://doi.org/10.31592/aeusbed.1212552
23. Demir, M. K. (2006). İlköğretim dördüncü ve beşinci sınıf öğrencilerinin sosyal bilgiler derslerinde eleştirel düşünme düzeylerinin çeşitli değişkenler açısından incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 26(3), 155-170.
24. Demir, R., & Aybek, B. (2014). Lise Öğrencilerinin eleştirel düşünme eğilimlerinin çeşitli değişkenler açısından incelenmesi. Muğla Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (32), 122-140.
25. Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7, 219-244. https://doi.org/10.1007/s11409-012-9092-1
26. Elder, L., & Paul, R. (2010). Critical thinking: competency standartds essensial fort he cultivation of intellectual skills. Journal of Developmental Education, 34(2), 38-39.
27. European Commission (2016), “DigComp 2.0.: The digital competence framework for citizens: The conceptual reference model”, available at: https://publications.jrc.ec. europa.eu/repository/handle/JRC101254
28. Ersoy, E., & Başer, N. (2012). İlköğretim ikinci kademe öğrencilerinin eleştirel düşünme eğilimleri. Eğitim ve Öğretim Araştırmaları Dergisi, 1(3), 113-122.
29. Eysenbach, G., Powell, J., Kuss, O., & Sa, E. R. (2002). Empirical studies assessing the quality of health information for consumers on the world wide web: a systematic review. Jama, 287(20), 2691-2700.
30. Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report).
31. Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment, 1(1), 1-23.
32. Gilster, P. (1997). Digital literacy, Wiley, New York.
33. Giovanni, F., & Komariah, N. (2019). Hubungan antara literasi digital dengan prestasi belajar siswa SMA Negeri 6 Kota Bogor. LIBRARIA: Jurnal Perpustakaan, 7(1), 147-162.
34. Gomathy, C. K. (2018). A study on the effect of digital literacy and information management. Journal of Scientific Research and Review, 7(3), 51-57.
35. Greene, J. A., Seung, B. Y., & Copeland, D. Z. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers & Education, 76, 55-69. https://doi.org/10.1016/j.compedu.2014.03.008
36. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Pearson
37. Handayani, E. D., Kusnawati, E., Sari, N. M., Yaniawati, P., & Zulkarnaen, M. I. (2022). Implementation of geogebra-assisted creative problem-solving model to improve problem solving ability and learning interest students. Al-Jabar: Jurnal Pendidikan Matematika, 13(1), 33-48. http://dx.doi.org/10.24042/ajpm.v13i1.11341
38. Hapsari, S. (2016). A descriptive study of the critical thinking skills of social science at junior high school. Journal of Education and Learning (EduLearn), 10(3), 228-234. https://doi.org/10.11591/edulearn.v10i3.3791
39. Haryanto, H., Ghufron, A., Suyantiningsih, S., & Kumala, F. N. (2022). The correlation between digital literacy and parents’ roles towards elementary school students’ critical thinking. Cypriot Journal of Educational Science. 17(3), 828-839. https://doi.org/10.18844/cjes.v17i3.6890
40. Hikmawati, H., Suastra, I. W., & Pujani, N. M. (2021). Ethnoscience-based science learning model to develop critical thinking ability and local cultural concern for junior high school students in Lombok. Jurnal Penelitian Pendidikan IPA, 7(1), 60-66. https://doi.org/10.29303/jppipa.v7i1.530
41. Hu, W., Jia, X., Plucker, J. A., & Shan, X. (2016). Efects of critical thinking skills program on the learning motivation of primary school students. Roeper Review, 38(2), 70-83. https://doi.org/10.1080/02783193.2016.1150374
42. Indah, R. N., Budhiningrum, A. S., & Afifi, N. (2022). The research competence, critical thinking skills and digital literacy of Indonesian EFL students. Journal of Language Teaching and Research, 13(2), 315-324. https://doi.org/10.17507/jltr.1302.11
43. Izzah, N., Anggraito, Y. U., & Ridlo, S. (2022). The effectiveness of socio-scientific issues-based learning and digital literacy to build critical thinking skills for students of senior high school. Journal of Innovative Science Education, 11(3), 305-313. https://doi.org/10.15294/jise.v10i1.55319
44. Kahraman, T. (2008). İlköğretim 4. ve 5. sınıf öğrencilerinin eleştirel düşünme becerileri ile öğrenci algılarına göre öğretmenlerin sınıf içi demokratik davranış düzeyleri arasındaki ilişkinin incelenmesi [Yüksek Lisans Tezi]. Marmara Üniversitesi.
45. Karasar, N. (2012) Bilimsel araştırma yöntemi (14. Baskı). Nobel Yayın Dağıtım.
46. Katrancı, M., & Yetgin, A. (2020). İlkokul öğrencilerinin eleştirel düşünme becerilerinin çeşitli değişkenler açısından değerlendirilmesi. International Journal of Languages' Education and Teaching, 8(4), 81-91. http://dx.doi.org/10.29228/ijlet.46576
47. Kennedy, T.J., & Sundberg, C.W. (2020). 21st century skills. In: Akpan, B., Kennedy, T.J. (eds) Science Education in Theory and Practice. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-43620-9_32
48. Kettler, T. (2014). Critical thinking skills among elementary school students: comparing identified gifted and general education student performance. Gifted Child Quarterly, 58(2), 127-136. https://doi.org/10.1177/0016986214522508
49. Khuraisah, M.N., Khalid, F., & Husnin, H. (2020). Preparing graduates with digital literacy skills toward fullfilling employability need i 4IR era: a review. International Journal of Advanced Computer Science and Applications, 11(6), 307-317.
50. Kilmen, S. (2022). Eğitim araştırmacıları için SPSS uygulamalı istatistik (4. Baskı). Anı Yayınclık.
51. Korkmaz, M., & Akçay, A. O. (2024). Determining digital literacy levels of primary school teachers. Journal of Learning and Teaching in Digital Age, 9(1), 1-16. https://doi.org/10.53850/joltida.1175453
52. Kozan, M., & Bulut Özek, M. (2019). Böte Bölümü Öğretmen Adaylarının Dijital Okuryazarlık Düzeyleri ve siber zorbalığa ilişkin duyarlılıklarının incelenmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 29(1), 107-120. https://doi.org/10.18069/firatsbed.538657
53. Köksal, N., & Çöğmen, S. (2018). Ortaokul öğrencilerinin eleştirel düşünme ve iletişim becerileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 278-296. https://doi.org/10.9779/pauefd.422244
54. Ku, K. Y. L. (2009). Assessing students’ critical thinking performance: urging for measurements using multiresponse format. Thinking Skills and Creativity, 4(1), 70–76. https://doi.org/10.1016/j.tsc.2009.02.001
55. Kurniawan, D. A., Darmaji, D., Astalini, A., & Husna, S. M. (2023). A study of critical thinking skills, science process skills and digital literacy: reviewed based on the gender. Jurnal Penelitian Pendidikan Ipa, 9(4), 1741-1752. https://doi.org/10.29303/jppipa.v9i4.1644
56. Lafifa, F., & Rosana, D. (2023). Development and validation of animation-based science learning media in the STEM-PBL model to improve students critical thinking and digital literacy. Jurnal Penelitian Pendidikan IPA, 9(9), 7445–7453. https://doi.org/10.29303/jppipa.v9i9.4448
57. Lestari, H., Siskandar, R., & Rahmawati, I. (2020). Digital literacy skills of teachers in elemantary school in the revolution 4.0. Proceedings The 2nd International Conference on Elementary Education, 2(1), 302-311.
58. Leuwol, F. S., Deswalantri, D., Lumingkewas, C. S., Pattiasina, P. J., & Mardikawati, B. (2023). The role of digital literacy and self efficacy in enhancing students' critical thinking in learning in the digital era. Edumaspul: Jurnal Pendidikan, 7(2), 2678-2685. https://doi.org/10.33487/edumaspul.v7i2.6709
59. Levy-Leboyer, C. (1989). Noise effects on two industrial tasks. Work&Stress, 3(4), 315-322. https://doi.org/10.1080/02678378908256949
60. Lombardi, L., Menick, F. J., De Backer, F., & Lombaerts, K. (2022). Teachers’ perceptions of critical thinking in primary education. International Journal of Instruction, 15(4), 1-16.
61. Lu, P. Y. (2013). Critical thinking in a university EFL classroom: An intercultural syllabus. Asian EFL Journal, 71(1), 4-30
62. Manggopa, H. K., & Kumampung, D. R. H. (2023). Effective strategies using digital literacy for empowering critical thinking in higher education. International Journal of Information Technology and Education, 2(3), 153-167.
63. Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and tools for digital literacy development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 249-267. https://doi.org/10.11120/ital.2006.05040249
64. Martínez-Bravo, M.C., Sádaba Chalezquer, C., and Serrano-Puche, J. (2021). Meta-framework of digital literacy: comparative analysis of 21st-century skills frameworks. Revista Latina de Comunicación Social, 79, 76-110. https://www.doi.org/10.4185/RLCS-2021-1508
65. Massa, S. (2014). The development of critical thinking in primary school: the role of teachers’ beliefs. Procedis-Social and Behavioral Sciences, 141, 387-392. https://doi.org/10.1016/j.sbspro.2014.05.068
66. Masyhura, N., & Ramadan, Z. H. (2021). Implementation of digital literacy in elementary schools. International Journal of Elementary Education, 5(4), 639-647.
67. Millî Eğitim Bakanlığı (2023). Hayat Bilgisi dersi öğretim programı (İlkokul 2 ve 3. sınıflar). Ankara: MEB.
68. Millî Eğitim Bakanlığı (2023). Sosyal Bilgiler dersi öğretim programı (İlkokul 4. sınıflar). Ankara: MEB.
69. Mete, G. (2020). Okuryazarlık türleri ve 2023 eğitim vizyonu belgesi. Kesit Akademi Dergisi, (22), 109-120. https://orcid.org/0000-0003-0979-1630
70. Mete, G. (2021). Ortaokul öğrencilerinin eleştirel düşünme becerilerinin incelenmesi. Ana Dili Eğitimi Dergisi, 9(2), 492-509.
71. Montgomery, D. C., Peck, E. A., & Vining, G. G. (2021). Introduction to linear regression analysis. John Wiley & Sons.
72. Narin, N., & Aybek, B. (2010). İlköğretim ikinci kademe sosyal bilgiler öğretmenlerinin eleştirel düşünme becerilerinin incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(1), 336-350.
73. Ng, W. (2012). Can we teach digital natives digital literacy?. Computers & Education, 59(3), 1065-1078. https://doi.org/10.1016/j.compedu.2012.04.016
74. Nuryanti, L., Zubaidah, S., & Diantoro, M. (2018). Analisis kemampuan berpikir kritis siswa SMP. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(2), 155-158.
75. Ocak, G., Eğmir, E., & Ocak, İ. (2016). Öğretmen adaylarının eleştirel düşünme eğilimlerinin çeşitli değişkenler açısından incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 63-91. https://doi.org/10.17556/jef.27258
76. OECD. (2018). The future of education skills: Education 2030. http://www.oecd.org/education/2030/ E2030%20Position%20Paper%20(05.04.2018).pdf
77. Özerbaş, M. A., & Kuralbayeva, A. (2018). Türkiye ve Kazakistan öğretmen adaylarının dijital okuryazarlık düzeylerinin değerlendirilmesi. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 16-25. https://doi.org/10.21666/muefd.314761
78. Özyurt, M., Baştopçu, G., Barcın, F., Deviren, G., & Atile, H. (2018). İlkokul öğrencilerinin eleştirel düşünme becerilerinin çeşitli değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 26(5), 1509-1518. https://doi.org/10.24106/kefdergi.2132
79. Quiesse, J.M., Ferré, D., & Rufino, A. (2007) L’approche orientante: une nécessité Tome 1: Oser l’approche orientante, pourquoi?-Tome 2: oser l’approche orientante, comment? Qui Plus Est.
80. Quitadamo, I. J., & Kurtz, M. J. (2007). Learning to improve: using writing to increase critical thinking performance in general education biology. CBE—Life Sciences Education, 6(2), 140-154. https://doi.org/10.1187/cbe.06-11-0203
81. Pala, Ş. M., & Başıbüyük, A. (2020). Ortaokul beşinci sınıf öğrencilerinin dijital okuryazarlık düzeylerinin incelenmesi. Cumhuriyet International Journal of Education, 9(3), 897-921. https://doi.org/10.30703/cije.672882
82. Perdana, R., Jumadi, J., Rosana, D., & Riwayani, R. (2020). The online laboratory simulation with concept mapping and problem based learning (OLS-CMPBL): Is it effective in improving students’ digital literacy skills?
83. Cakrawala Pendidikan, 39(2), 382–394. https://doi.org/10.21831/cp.v39i2.31491
84. Perez, L.I.G., & Montoya, M.S.R. (2022). Components of education 4.0 in the 21st cebtury skills frameworkd: systematic review. Sustainability, 14(3), 1493. https://doi.org/10.3390/su14031493
85. Persky, A. M., Medina, M. S., & Castleberry, A. N. (2019). Developing critical thinking skills in pharmacy students. American Journal of Pharmaceutical Education, 83(2), 7033-7042. https://doi.org/10.5688/ajpe7033
86. Petrasova, A., & Bernatova, R. (2019). Level of critical thinking in primary education teacher master students. INTED 2019 Proceedings, 833-840. https://doi.org/10.21125/inted.2019.0289
87. Rejeki, H. I., Sutarto, J., & Mindyarto, B. N. (2022). Effectiveness of online problem-based learning in improving critical thinking skills and dijital literacy of elementary school students. Journal of Primary Education, 11(2), 152-164. https://doi.org/10.15294/jpe.v11i2.56039
88. Ridho, S., Ruwiyatun, R., Subali, B., & Marwoto, P. (2020). Analisis kemampuan berpikir kritis siswa pokok bahasan klasifikasi materi dan perubahannya. Jurnal Penelitian Pendidikan IPA, 6(1), 10-15. https://doi.org/10.29303/jppipa.v6i1.194
89. Rochmatika, I., & Yana, E. (2022). Pengaruh literasi digital dan gaya belajar terhadap kemampuan berpikir kritis siswa SMAN 1 Tukdana. Perspektif Pendidikan dan Keguruan, 13(1), 64-71. https://doi.org/10.25299/perspektif.2022.vol13(1).9491
90. Pratama, W. A., Hartini, S., & Misbah, M. (2019). Analisis literasi digital siswa melalui penerapan e-learning berbasis schoology. Jurnal Inovasi Dan Pembelajaran Fisika, 6(1), 9-13.
91. Sarwanto, Fajari, L. E. W., & Chumdari. (2021). Critical thinking skills and their impacts on elementary school students. Malaysian Journal of Learning and Instruction, 18(2), 161-188. https://doi.org/10.32890/mjli2021.18.2.6
92. Seckin-Kapucu, M., Ozcan, H., & Karakaya-Ozyer, K. (2021), “The relationship between middle school students’ digital literacy levels, social media usage purposes and cyberbullying threat level”. International Journal of Modern Education Studies, 5(2), 437-566.
93. Sezer, R. (2008). Integration of critical thinking skills into elementary school teacher education courses in mathematics. Education, 128(3), 349-363.
94. Shavkatovna, S. R., & Abdulhamid qizi, A. K. (2021). Developing critical thinking in primary school students. Conferencea, 97-102.
95. Shidqiyah, S., Thalib, B., Alam, S. N., & Riyanto, R. (2023). Development of the latest curriculum-based learning model to improve students’ digital literacy and critical thinking skills in the information technology era. International Journal of Teaching and Learning, 1(4), 412-425.
96. Slavinska, K., & Villani, C. S. (2014). Gaining and strtengthening ‘soft skills’ for employment. Polish Journal of Continuing Education, 3(86), 44-53.
97. Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education, 50(2), 90.
98. Sulaiman, J., & İsmail, S. N. (2020). Teacher competence and 21st century skiils in transformation schools 2025 (TS25). Universal Journal of Educational Research, 8(8), 3536-3544. https://doi.org/10.13189/ujer.2020.080829
99. Sulasmi, E. (2022). Primary school teachers’ digital literacy: ana analysis on teachers’ skills in using technological devices. Journal of Innovation in Educational and cultuarl Research, 3(2), 140-145. https://doi.org/10.46843/jiecr.v3i2.81
100. Şahin, A., Asal Özkan, R., & Turan, B. N. (2022). İlkokul öğrencilerine yönelik dijital okuryazarlık ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Ana Dili Eğitimi Dergisi, 10(3), 619-630.
101. Tinmaz, H., Fanea-Ivanovici, M., & Baber, H. (2023). A snapshot of digital literacy. Library Hi Tech News, 40(1), 20-23. https://doi.org/10.1108/LHTN-12-2021-0095
102. Tomczyk, T. (2020). Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies, 25, 471-486. https://doi.org/10.1007/s10639-019-09980-6
103. UNESCO (2018). “A global framework to measure digital literacy”, available at http:// uis.unesco.org/en/blog/global-framework measure-digital-literacy
104. Usmiatiningsih, E., Harjono, A., & Jufri, A. W. (2013). Efektivitas multimedia interaktif berbasis flash dan model 5e untuk meningkatkan sikap terhadap sains siswa SMP negeri 6 mataram. Jurnal Pijar Mipa, 8(1). https://doi.org/10.29303/jpm.v8i1.54
105. Ünal, S., & Korkmaz, Ö. (2023). Ortaöğretim düzeyindeki öğrencilerin dijital okuryazarlık düzeyleri dijital bağımlılık ve sanal ortam yalnızlık düzeyleri. Bayburt Eğitim Fakültesi Dergisi, 18(37), 218-240.
106. Van Deursen, A. J., & Van Dijk, J. A. (2014). The digital divide shifts to differences in usage. New Media & Society, 16(3), 507-526. https://doi.org/10.1177/1461444813487959
107. Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577-588. https://doi.org/10.1016/j.chb.2017.03.010
108. Videnovic, M., & Karadimce, A. (2018). Introduction of 21st-century skills in primary schools: case study Macedonia. The 15th International Conference for Informatics, 142-147.
109. Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st-century competencies: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321. https://doi.org/10.1080/00220272.2012.668938
110. Yang, Y., Newby, T., & Bill, R. (2005). Using socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. The American Journal of Distance Education, 19(3), 163-181. https://doi.org/10.1207/s15389286ajde1903_4
111. Yang, Y. T. C., & Chou, H. A. (2008). Beyond critical thinking skills: Investigating the relationship between critical thinking skills and dispositions through different online instructional strategies. British Journal of Educational Technology, 39(4), 666-684. https://doi.org/10.1111/j.1467-8535.2007.00767.x
112. Yuan, Y. H., Liu, C. H., & Kuang, S. S. (2021). An innovative and interactive teaching model for cultivating talent’s digital literacy in decision-making, sustainability, and computational thinking. Sustainability, 13(9), 5117. https://doi.org/10.3390/su13095117
113. Zuryanty, Kenedi, A. K., Chandra, R., Hamimah, & Fitria, Y. (2019). Problem based learning: a way to improve critical thinking ability of elementary school students on science learning. In Journal of Physics: Conference Series, 1424(1), 012037. https://doi.org/10.1088/1742-6596/1424/1/012037