Hubungan Intensitas Paparan Konten Digital dengan Kemampuan Berpikir Kritis pada Siswa SDN Bareng III
DOI:
https://doi.org/10.29303/goescienceed.v7i4.3275Keywords:
Digital Content Exposure, Critical Thinking, Elementary Student, Digital LiteracyAbstract
The increasing exposure of elementary school students to digital content has raised concerns about its potential influence on their cognitive development and critical thinking skills. Therefore, it is important to investigate the relationship between digital content exposure and students’ critical thinking skills to ensure that digital media can be used effectively and appropriately in the learning process.This study aims to analyze the relationship between the intensity of digital content exposure and critical thinking skills among elementary school students. This research employed a quantitative approach with a correlational design. The population consisted of upper-grade elementary students, with a sample of approximately 30 students selected using purposive sampling technique. Data were collected through questionnaires to measure the intensity of digital content exposure and tests to assess students’ critical thinking skills. The data were analyzed using descriptive and inferential statistics, including Pearson or Spearman correlation tests depending on the normality of the data distribution. The results are expected to reveal a relationship between digital content exposure intensity and students’ critical thinking skills. The findings are expected to contribute to the development of adaptive learning strategies in the digital era and serve as a reference for teachers and parents in guiding the appropriate use of digital media.
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