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Abstract

In the digital era, technological literacy is an essential skill that needs to be mastered by students to face the challenges of the 21st century. This study analyzes how technological literacy can improve students’ critical thinking skills in writing texts. The method used is classroom action research (PTK) involving 30 class XI MPLB 6 students at SMK Negeri 7 Medan. The learning process utilized various technology platforms, such as word-processing software, online collaborative tools, and interactive learning applications. The results showed that technological literacy significantly improved students’ critical thinking skills, particularly in identifying arguments, analyzing text structure, and composing coherent and logical writing. In addition, students also became more independent in evaluating and revising their texts with the help of digital tools.

International Journal of Multidisciplinary Approach Research and Science

E-ISSN 2987-226X P-ISSN 2988-0076

Volume 3 Issue 01, January 2025, Pp. 50-58

DOI: https://doi.org/10.59653/ijmars.v3i01.1179

Copyright by Author

50

Utilization of Technological Literacy to Improve Students’

Critical Thinking Skills in Writing Text

Mutiara Sany Hasibuan1*, M. Joharis Lubis2, Surya Masniari Hutagalung3

State University of Medan, Indonesia1

State University of Medan, Indonesia2

State University of Medan, Indonesia3

Email: mutiarasanyhsb@gmail.com*

Received: 07-11-2024 Reviewed: 21-11-2024 Accepted: 08-12-2024

Abstract

In the digital era, technological literacy is an essential skill that needs to be mastered by

students to face the challenges of the 21st century. This study analyzes how technological

literacy can improve students’ critical thinking skills in writing texts. The method used is

classroom action research (PTK) involving 30 class XI MPLB 6 students at SMK Negeri 7

Medan. The learning process utilized various technology platforms, such as word-processing

software, online collaborative tools, and interactive learning applications. The results showed

that technological literacy significantly improved students’ critical thinking skills, particularly

in identifying arguments, analyzing text structure, and composing coherent and logical writing.

In addition, students also became more independent in evaluating and revising their texts with

the help of digital tools.

Keywords: technological literacy, critical thinking skills, text writing, digital learning,

educational innovation

Introduction

Integrating technological literacy into education has become central to improving

students’ critical thinking skills (Nes et al., 2021), especially in writing. The ability to analyze,

evaluate (Purwanto et al., 2024), and synthesize information through technology enhances

critical thinking and equips students with essential 21st-century skills. (Park, 2022)

The rapid development of digital technology has brought significant changes in the

world of education, especially in the teaching and learning process (Romero Ariza et al., 2024).

In the context of education, technological literacy includes the ability to operate technological

devices and the ability to use technology effectively in the learning process, including

improving critical thinking skills (Fang & Lee, 2021). One area that greatly benefits from

technological literacy is the development of writing skills. Writing is a complex process that

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requires creativity and critical thinking skills in crafting arguments, organizing ideas, and

presenting coherent writing.(Yeşilyurt & Vezne, 2023)

Critical thinking skills are essential in the writing process because writing is about

expressing ideas and composing texts based on analysis, evaluation, and reflection (Suyanto et

al., 2023). Utilizing technological literacy in the writing process can help students access

various sources of information, evaluate the reliability of sources, and compose better writing

in terms of structure and content. Technologies such as word processing applications, writing

tools, and digital collaboration platforms can facilitate the critical thinking process by

providing direct access to resources and tools that facilitate quick and precise evaluation and

revision of writing. (Lemut Bajec, 2023)

Literature Review

Technological literacy is using, managing, understanding, and assessing technology

effectively. It encompasses a range of skills, from basic technical proficiency to advanced

problem-solving and ethical decision-making in digital environments (National Academy of

Engineering, 2006). Education involves understanding how to access, evaluate, and create

information using digital tools. Technological literacy is pivotal in enabling students to

navigate and critically assess digital content. The rapid proliferation of digital tools has

transformed how information is consumed and produced, necessitating a shift in teaching

methodologies to incorporate technology effectively. (Fry, 2022)

Critical thinking in writing involves developing clear, coherent, and well-reasoned

arguments, analyzing information for credibility and relevance, and synthesizing diverse

perspectives to create original ideas (Ozogul et al., 2012). Writing tasks that require critical

engagement with sources are crucial for fostering these skills. Studies suggest that students

who engage in critical thinking-based writing activities exhibit improved analytical and

argumentative abilities. (Darwin et al., 2024)

Digital tools and platforms provide a dynamic medium for improving critical thinking

in writing (Adawiyah & Mahmuddin, 2023)v. These tools offer opportunities for collaboration,

access to diverse resources, and real-time feedback. Access to Resources: Online databases,

academic journals, and multimedia content allow students to explore a variety of perspectives.

For example, platforms like Google Scholar and JSTOR enable students to access peer-

reviewed articles that enhance their ability to evaluate credible sources. Collaborative Tools:

Applications like Google Docs and Microsoft Teams facilitate peer review and collaborative

writing, encouraging critical engagement and constructive feedback. Writing-Specific Tools:

Grammar and style-checking software (e.g., Grammarly, ProWritingAid) help students refine

their writing, while citation tools (e.g., Zotero, EndNote) promote ethical research

practices.(Pulungsari & Hidayah, 2024)

Research Method

Utilization of Technological Literacy to Improve Students’ Critical Thinking Skills in

Writing Text

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This study uses the Classroom Action Research (CAR) method to examine the

utilization of technological literacy in improving students’ critical thinking skills in writing

texts. PTK was chosen because this method allows researchers to intervene directly in the

learning process, observe the impact, and make continuous improvements based on the

observations. The study was conducted in four phases: planning, implementation, observation,

and reflection.

1. Subject of Research

The subjects of this study were 30 students of grade XI in a senior high school. These

students were selected by purposive sampling based on the need to evaluate the utilization of

technology in the learning process of writing texts. This class was also sampled because it had

sufficient access to technological devices, such as computers, tablets, and the internet, needed

to implement the intervention.

2. Research Design

This study used a PTK cycle design consisting of four stages:

 Planning: at this stage, the researcher and the teacher designed a technology literacy-

based learning intervention. The technological resources include word processing

applications, automatic text revision tools, and online collaboration platforms like

Google Docs. In addition, teaching materials and assessment rubrics for writing texts

involving critical thinking skills were prepared.

 Implementation: This stage involves implementing technology-based learning in the

classroom. Students are given the task of writing argumentative or expository texts

using the technology that has been prepared. During the writing process, students are

expected to access information from the internet, use text evaluation tools, and

collaborate with peers to provide feedback. These writing activities integrate critical

thinking exercises such as source analysis, argument construction, and logical

evaluation.

 Observation: the researcher observed students’ activities during the learning process,

including how students used technology to access information, evaluate sources, and

compose and revise texts. Observation data was collected through field notes,

recordings of student interactions on the digital platform, and student writing results

evaluated based on the critical thinking rubric.

 Reflection: After each learning cycle, reflection on the results achieved was conducted.

Researchers and teachers evaluate the effectiveness of technology literacy-based

learning in improving students’ critical thinking skills. This reflection will be used to

improve the planning for the next cycle.

3. Research Instruments

The instruments used in this study include:

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 Text Writing Test: Students are asked to write an argumentation text assessed based

on critical thinking criteria, such as the ability to construct a logical argument, analyze

information, and evaluate sources.

 Observation Sheet: Used to record students’ activities during the learning process,

including how they utilize technological literacy in writing and critical thinking.

 Questionnaire: A questionnaire was administered to students to find out their

perceptions of the use of technology in learning to write and its impact on their critical

thinking skills.

 Teacher Interviews: Interviews were conducted with teachers to get views on how

technology helps students in critical thinking and text writing.

4. Data Analysis Technique

The data collected was analyzed using qualitative and quantitative descriptive

techniques. Qualitative data obtained from observations and interviews were analyzed by

identifying the main themes that emerged related to the use of technological literacy and critical

thinking skills. Meanwhile, quantitative data derived from students’ writing test results were

analyzed using descriptive statistics to see the improvement of students’ writing and critical

thinking skills from cycle to cycle.

5. Indicators of Success

The success of this research is measured by the improvement of students’ text-writing results,

which reflect their critical thinking skills. Indicators of success include:

 Improved quality of arguments in student-written texts.

 Students’ ability to critically evaluate information sources.

 Effective use of technological literacy in the text writing and revision process.

 Positive feedback from students regarding the use of technology in learning to write.

Using this method, the research is expected to provide a comprehensive picture of how

technological literacy can be effectively integrated in learning to improve students’ critical

thinking skills, particularly in text writing.

Result and Discussion

Result

This study used the Classroom Action Research (PTK) method involving 30 class XI

MPLB 6 students as research subjects. This study consisted of two cycles of action, each

consisting of planning, implementation, observation, and reflection stages. The main focus of

this study was to evaluate the extent to which the utilization of technological literacy can

improve students’ critical thinking skills in writing texts.

Utilization of Technological Literacy to Improve Students’ Critical Thinking Skills in

Writing Text

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Cycle 1

In the first cycle, students were introduced to various technology platforms and tools that

support writing and evaluating texts. Learning activities included an introduction to the use of

credible digital sources of information, techniques for constructing data-based arguments, and

collaboration using digital platforms such as Google Docs to provide mutual feedback.

Cycle 1 Results:

1. Improvement in the ability to find sources of information: After the intervention in

the first cycle, there was an improvement in students’ ability to find and use more

credible sources of information. However, some students still had difficulty evaluating

the sources’ validity, especially from non-academic sites.

2. Quality of the written text: The quality of students’ texts in this cycle showed

improvement in terms of text structure and the use of more organized arguments.

However, some students could not connect relevant facts with the arguments presented.

3. Collaboration and feedback: Students showed enthusiasm in providing feedback to

peers through the technology platform. However, the input was superficial, focusing on

grammar rather than in-depth logic and argument structure evaluation.

At the end of the first cycle, it was found that most students were getting used to technology

for writing and collaboration. However, they still needed further practice to optimize their

critical thinking potential.

Cycle 2

In the second cycle, the researcher increased the focus on critical evaluation of the

information used and strengthened students’ ability to develop logical and in-depth arguments.

In addition, more practice was given to improve the quality of constructive and analytical

feedback.

Cycle 1 Results:

1. Significant improvement in source evaluation: In the second cycle, more students

could evaluate the credibility of information sources well. They could distinguish valid

sources from academic websites and online journals compared to unverifiable

information from blogs or social media. The use of scholarly search engines such as

Google Scholar increased significantly.

2. Quality of text writing: The texts written in the second cycle significantly improved.

Students could better construct logical arguments and use data from valid sources to

support their arguments. This improvement was seen in the text’s coherence, where

students could organize the text in a logical order and connect ideas more clearly.

3. Collaboration and evaluation of feedback: In the second cycle, feedback between

students became more in-depth and analytical. Students began to focus on evaluating

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the argument’s quality, the logic’s consistency, and the relevance of the facts used. They

were also more active in providing more concrete suggestions for improvement.

4. Changes in how students view technology: The questionnaire results show that

students are increasingly confident using technology to support their critical thinking

process. They felt that technology helped them find more relevant sources and made

them more accessible in the text revision, especially when evaluating logical errors or

lack of evidence in the arguments presented.

Critical Thinking Skills Score Improvement

To measure the improvement of critical thinking skills, researchers used a rubric that included

aspects of analysis, evaluation, and synthesis of information. Based on the evaluation results,

students’ average scores increased significantly from the first cycle to the second cycle:

 The average value of critical thinking skills in the first cycle: 70 (fair category)

 The average value of critical thinking skills in the second cycle was 85 (good

category)

This increase indicates that the technology literacy-based intervention positively developed

students’ critical thinking skills.

Discussion

The use of technological literacy in learning to write texts has become an innovative

approach that can improve students’ critical thinking skills. In the digital era, students need the

skills to write well and the ability to think critically in evaluating information, constructing

arguments, and analyzing data obtained through various technological platforms. Using

technology in the writing learning process, students can more easily access relevant

information, evaluate sources, and collaborate with their peers in the text revision process.

Using technological literacy in writing allows students to think more profoundly and

systematically when composing quality texts.

The Utilization of Technological Literacy in Improving Critical Thinking

According to experts, technological literacy is not only limited to using digital tools but

also includes skills in managing, analyzing, and utilizing information effectively. Gilster

(1997), who first introduced the term digital literacy, explains that technological literacy is the

ability to understand and use information from various digital sources critically and effectively.

In the context of learning to write, technological literacy enables students to access a wider

range of information, use tools to structure texts and develop critical thinking by evaluating the

information they use in their text writing.

According to Paul & Elder (2006), critical thinking skills involve the ability to analyze

arguments, evaluate evidence, and make logical decisions based on existing information. In

writing texts, critical thinking is required to construct strong arguments, evaluate the validity

of information sources, and develop conclusions based on in-depth analysis. Technological

Utilization of Technological Literacy to Improve Students’ Critical Thinking Skills in

Writing Text

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literacy assists students in this process by providing tools and resources that support the

development of critical thinking skills.

Relevance of Previous Research

1. Warschauer (2007) researched the use of technology in learning to write, where she

found that technology allows students to edit and revise the texts they write more

quickly. Warschauer argues that digital tools such as word processing applications not

only make the technical process of writing easier but also allow students to be more

reflective in revising their texts. This study aligns with the research conducted, where

technology supports the critical thinking process in text revision through features such

as grammar checkers, text analysis tools, and online collaboration.

2. Abrami et al. (2015) revealed that the use of technology in learning not only increases

students’ engagement but strengthens their critical thinking skills. In their study, the

digital learning platform enabled students to analyze texts, critically discuss with peers,

and evaluate the arguments presented. This research supports the idea that technological

literacy assists students in exploring deeper critical thinking during the writing process,

both in accessing information and in processing and evaluating it.

3. Coiro and Dobler (2007) point out that digital information literacy is closely related to

critical thinking skills, especially when evaluating sources found online. Writing texts

based on research or data from the internet requires the ability to assess the accuracy

and relevance of the information. This research emphasizes the role of technological

literacy in honing students’ critical thinking skills in assessing and using relevant

information when writing texts.

Impact of Technology Literacy Utilization on Writing Skills

The results showed that students who utilized technological literacy in writing texts

experienced significant improvements in their critical thinking skills. Technological literacy

gives students access to various rich sources of information, enabling them to develop more

in-depth and complex arguments. In addition, technological tools such as word processing

applications and online collaboration platforms made it easier for students to evaluate and

revise their writing, resulting in more structured and logical texts.

One important aspect of improving critical thinking skills is students’ ability to evaluate

sources of information. In this study, technological literacy was shown to assist students in

assessing the validity, accuracy, and relevance of the sources they used in their texts. This is

important in academic writing, where the reliability of information sources is the basis of strong

and valid arguments.

Conclusion

This study shows that technological literacy can significantly improve students’ critical

thinking skills in writing texts. Technological literacy allows students to access information

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more widely and quickly, providing them with the necessary tools to compose, evaluate, and

revise texts more efficiently. In text writing, technology helps students in technical matters. It

deepens their analytical thinking, such as evaluating arguments, assessing the validity of

information, and developing a more logical and organized text structure.

In addition, technology also encourages collaboration between students through digital

platforms that allow for collective discussion and revision. This contributes to improving the

quality of the texts produced and developing critical thinking through a continuous process of

reflection.

Using technological literacy in writing instruction holds significant potential for

enhancing students’ critical thinking skills. By equipping students with the tools and strategies

to engage with information critically, educators can prepare them for the complexities of the

modern world. However, addressing challenges such as equitable access and teacher training

is essential for realizing the full benefits of this approach.

Article Advantages

1. Practical Contribution: This article provides a helpful contribution to the world of

education, especially in designing technology-based learning strategies that integrate

the development of critical thinking skills with the writing process.

2. Innovative Approach: The use of technology to support critical thinking skills in the

context of text writing provides a creative approach that is relevant to the demands of

the 21st century, where technological literacy and higher-order thinking skills are

essential.

3. Theoretical Reinforcement: This article strengthens various technological literacy and

critical thinking theories with empirical data supporting the relationship between these

two concepts.

Article Weaknesses

1. Sample Limitations: This study was conducted on a limited group of students, so the

results may not be generalizable to a wider population or different levels of education.

2. Time Limitations: This research based on Classroom Action Research (PTK) was

conducted relatively short, so the long-term impact of technology utilization on

students’ critical thinking skills has not been thoroughly measured.

3. Focus on Specific Technologies: This article focuses on the use of some specific

technology platforms and tools, which may not be relevant or available in all schools

or learning contexts, limiting their application in environments with limited access to

technology.

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