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The differential effects of critical thinking and digital literacy on civic engagement in project-based civic learning: Evidence from Indonesian higher education

Jurnal Civics: Media Kajian Kewarganegaraan · Vol. 23 No. 2 (2026) · hlm. 807–822

DOI
10.21831/jc.v23i2.96905
ISSN
2541-1918, 1829-5789
Terbit
2026-10-01
Penerbit
Universitas Negeri Yogyakarta
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

This study examined how critical thinking and digital literacy contribute to civic engagement among pre-service primary school teachers in a Civic Education course using Project-Based Civic Learning (PjBCL) at an Indonesian university. Using a quantitative correlational design, data from 126 students were analysed with partial least squares structural equation modelling. Pre-post gains were large for critical thinking (d = 1.116), digital literacy (d = 1.418) and civic engagement (d = 1.726). The two competencies operated through different mechanisms. Critical thinking partially mediated the effect of PjBCL on civic engagement (indirect effect = 0.038; 95% CI [0.012, 0.072]), whereas digital literacy did not. Although digital literacy was the strongest direct predictor of civic engagement (β = 0.350; f² = 0.124), its link with PjBCL was negligible (β = 0.004; Q² = 0.001), suggesting students develop it mainly through informal online engagement rather than the curriculum. Building on dual-process theory, the study proposes Digitally Scaffolded Civic Learning (DSCL), which embeds digital literacy in each stage of project-based civic instruction, offering implications for curriculum planners in Indonesian civic education.

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  • State University of Malang
  • Universitas Islam Negeri Maulana Malik Ibrahim
  • Universitas 17 Agustus 1945 Semarang
  • Purdue University West Lafayette
  • Universitas Islam Negeri Siber Syekh Nurjati Cirebon
  • Fiji National University
  • Sultan Sharif Ali Islamic University
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Rekan penulisOrganisasiArtikel bersama
Sugeng UtayaState University of Malang1
W. WahjoediState University of Malang1
Siti ZubaidahState University of Malang1
Saiful AminUniversitas Islam Negeri Maulana Malik Ibrahim1
Ravinesh Rohit PrasadFiji National University1
Siti MariyamUniversitas 17 Agustus 1945 Semarang1
Yusuf Ibrahim ArowosaiyeSultan Sharif Ali Islamic University1
Markus SuryoutomoUniversitas 17 Agustus 1945 Semarang1
Samsuri SamsuriYogyakarta State University1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uny.ac.id/index.php/civics/oai, pertama di-harvest 9 Nov 2026, terakhir terlihat 9 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The differential effects of critical thinking and digital literacy on civic engagement in project-based civic learning: Evidence from Indonesian higher education</dc:title>
	<dc:creator>Mulyoto, Galih Puji</dc:creator>
	<dc:creator>Wibowo, Agus Mukti</dc:creator>
	<dc:creator>Miftahusyai'an, Mohammad</dc:creator>
	<dc:creator>Basori, Basori</dc:creator>
	<dc:creator>Fuad, Varidlo</dc:creator>
	<dc:subject xml:lang="en-US">civic education</dc:subject>
	<dc:subject xml:lang="en-US">civic engagement</dc:subject>
	<dc:subject xml:lang="en-US">critical thinking</dc:subject>
	<dc:subject xml:lang="en-US">digital literacy</dc:subject>
	<dc:subject xml:lang="en-US">Indonesian higher education</dc:subject>
	<dc:subject xml:lang="en-US">Project-Based Civic Learning</dc:subject>
	<dc:description xml:lang="en-US">This study examined how critical thinking and digital literacy contribute to civic engagement among pre-service primary school teachers in a Civic Education course using Project-Based Civic Learning (PjBCL) at an Indonesian university. Using a quantitative correlational design, data from 126 students were analysed with partial least squares structural equation modelling. Pre-post gains were large for critical thinking (d = 1.116), digital literacy (d = 1.418) and civic engagement (d = 1.726). The two competencies operated through different mechanisms. Critical thinking partially mediated the effect of PjBCL on civic engagement (indirect effect = 0.038; 95% CI [0.012, 0.072]), whereas digital literacy did not. Although digital literacy was the strongest direct predictor of civic engagement (β = 0.350; f² = 0.124), its link with PjBCL was negligible (β = 0.004; Q² = 0.001), suggesting students develop it mainly through informal online engagement rather than the curriculum. Building on dual-process theory, the study proposes Digitally Scaffolded Civic Learning (DSCL), which embeds digital literacy in each stage of project-based civic instruction, offering implications for curriculum planners in Indonesian civic education.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Yogyakarta</dc:publisher>
	<dc:date>2026-10-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uny.ac.id/index.php/civics/article/view/96905</dc:identifier>
	<dc:identifier>10.21831/jc.v23i2.96905</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Civics: Media Kajian Kewarganegaraan; Vol. 23 No. 2 (2026); 807-822</dc:source>
	<dc:source>2541-1918</dc:source>
	<dc:source>1829-5789</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uny.ac.id/index.php/civics/article/view/96905/26098</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Jurnal Civics: Media Kajian Kewarganegaraan</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>