Zannah, Nahdatul (2026) The Implementation of Digital Innovation in English Teaching to Foster Students Critical Thinking. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

English Language Teaching in the classroom is still dominated by conventional approaches, resulting in a gap between the demands of 21st-century critical thinking skills and current classroom practices. This study aims to analyze the implementation of digital innovation in English Language Teaching, evaluate its effectiveness in stimulating students’ critical thinking, and identify the factors that hinder it. This study employed a qualitative approach with a case study design. The theoretical framework refers to Facione’s critical thinking theory, the revised Bloom’s Taxonomy, and Vygotsky’s social constructivism. Data were collected through classroom observations, teacher interviews, and open-ended student questionnaires. Data were analyzed using Braun and Clarke’s thematic analysis through the stages of familiarization, coding, theme searching, theme reviewing, theme defining, and report writing. The findings show that teachers integrated digital innovation during pre-activities, main activities, and post-activities through visual media, analytical questions, and interactive quizzes. This approach shifted students from passive understanding to being skilled at analyzing and evaluating information. Students responded positively with increased engagement. The challenges encountered include limited infrastructure, unstable internet connections, and differences in students’ linguistic abilities. It is concluded that digital innovation with appropriate pedagogical design can create interactive learning and develop students’ critical thinking skills.

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