Effects of Project-Based Blended Learning with E-Modules on Creative Thinking and Social Attitudes Moderated by Digital Literacy
Keywords:
Project Based Blended Learning, E-Module, Digital Literacy, Creative Thinking, Social AttitudesAbstract
Findings on students in technology-based study programs show low creative thinking skills and weak social attitudes due to passive learning practices and a lack of meaningful technology integration. This study aims to examine the effect of the e-module-assisted Project Based Blended Learning (PBBL) model on students' creative thinking skills and social attitudes, as well as to determine the role of digital literacy as a moderator. The study used a one-way non-equivalent pretest–posttest control group experimental design with 2×2 factorial analysis. A total of 104 students were divided into experimental and control groups, and 79 additional students were involved in instrument testing. Creative thinking skills and social attitudes were measured using a situational judgment test, while digital literacy was measured using a five-point Likert questionnaire. Data analysis was performed using descriptive statistics and MANCOVA at a 5% significance level. The results showed that e-module-assisted PBBL was significantly more effective in improving creative thinking skills than conventional learning. Digital literacy acted as a moderator, with students with high digital literacy showing better achievements. However, the learning model and interaction with digital literacy did not have a significant effect on social attitudes. These findings confirm that the effectiveness of technology-based learning is greatly influenced by students' level of digital literacy, so that future research can test digital learning strategies that are appropriate for students' readiness in terms of literacy in technology.
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