Digital Project-Based Learning and Its Contribution to Students’ Critical Literacy Development under the Independent Curriculum Framework

Anwar Hidayat; Firman Utina; Sabda Ridwan Hanif

doi:10.71094/esensi.v2i1.278

Authors

Anwar Hidayat Program Magister Teknologi Pendidikan, Universitas Negeri Jakarta, Indonesia Author
Firman Utina Program Magister Teknologi Pendidikan, Universitas Negeri Jakarta, Indonesia Author
Sabda Ridwan Hanif Program Magister Teknologi Pendidikan, Universitas Negeri Jakarta, Indonesia Author

DOI:

https://doi.org/10.71094/esensi.v2i1.278

Keywords:

Digital Project-Based Learning, Critical Literacy, Independent Curriculum Framework, Digital Literacy, Student-Centered Learning

Abstract

The rapid expansion of digital technologies and curriculum reform initiatives has intensified the need for instructional approaches that foster students’ critical literacy in meaningful and authentic learning contexts. This study investigates the contribution of Digital Project-Based Learning (DPBL) to students’ critical literacy development within the Independent Curriculum Framework. Employing a mixed-methods research design, the study involved students participating in digitally mediated project-based learning activities that emphasized inquiry, collaboration, and the production of multimodal digital artifacts. Quantitative data were collected through pre-test and post-test measures of critical literacy, while qualitative data were obtained from student reflections and semi-structured interviews to capture learning experiences and perceptions. The quantitative findings reveal a statistically significant improvement in students’ overall critical literacy, with notable gains in analytical reading, evaluative judgment, and responsible engagement with digital texts. Qualitative analysis further indicates that DPBL enhanced student engagement, learner agency, and reflective awareness of information credibility and ethical digital practices. Students reported increased confidence in analyzing diverse information sources, negotiating meaning through collaboration, and communicating ideas critically using digital tools. The integration of digital technologies within project-based learning was found to support deeper cognitive processing and sustained engagement when accompanied by structured guidance and reflective assessment. Overall, the findings suggest that Digital Project-Based Learning is an effective pedagogical approach for strengthening critical literacy in alignment with the goals of the Independent Curriculum Framework. The study contributes empirical evidence to support the implementation of digitally oriented, project-based pedagogies as a means of promoting critical, reflective, and responsible learners in contemporary educational settings.

References

Aziziy, Y. N., Wahyudi, W., Araniri, N., Wardhani, R. D. K., Ki'i, O. A., Effendi, E., ... & Norman, E. (2024). Project-Based Learning dalam Kurikulum Merdeka Belajar. Penerbit Mifandi Mandiri Digital, 1(01).

Baziukė, D., Rupšienė, I., Kesylė, K., & Norvilienė, A. (2025). How e-Learning Platforms are Addressing Project-Based Learning: An Assessment of Digital Learning Tools in Primary Education. Applied Sciences, 15(23), 12422. https://doi.org/10.3390/app152312422

Buroidah, H., Zubaidah, S., & Mahanal, S. (2023). Effects of project-based learning with project guide e-book on critical thinking and metacognitive skills: A case from undergraduate biology students in genetic 1 course. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 11(2), 240-252. https://doi.org/10.33394/j-ps.v11i2.6727

Cole, E. (2024). Media Literacy: Empowering Critical Engagement in the Digital Age. Global Media Journal, 22(70), 1-3. https://doi.org/10.36648/1550-7521.22.70.450

Fami, A., Barus, I. R. G., & Wahyoedi, B. (2023). Project-Based Learning as a catalyst for promoting digital literacy: A case study of Software Engineering Technology Students. In E3S Web of Conferences (Vol. 454, p. 03012). EDP Sciences. https://doi.org/10.1051/e3sconf/202345403012

Hindun, I., Nurwidodo, N., & Wahyuni, S. (2024). Effectiveness of project-based learning in improving science literacy and collaborative skills of Muhammadiyah middle school students. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(1), 59-69. https://doi.org/10.22219/jpbi.v10i 1.31628

Hinostroza, J. E., Armstrong-Gallegos, S., Soto-Valenzuela, P., & Villafaena, M. (2025). Phases and Activities of Technology-Integrated Project-Based Learning in K-12: Findings from a Systematic Literature Review. Education Sciences, 15(8), 1021. https://doi.org/10.3390/educsci15081021

Huang, W., Li, X., & Shang, J. (2023). Gamified project-based learning: A systematic review of the research landscape. Sustainability, 15(2), 940. https://doi.org/10.3390/su15020940

Lafifa, F., & Rosana, D. (2023). Development and validation of animation-based science learning media in the STEM-PBL model to improve students critical thinking and digital literacy. Jurnal Penelitian Pendidikan IPA, 9(9), 7445-7453. https://doi.org/10.29303/jppipa.v9i9.4448

Muharlisiani, L. T., Wisnujati, S. N., Purwati, T., Marzuki, K., Nasution, B., & Santosa, T. A. (2023). Systematic literature review and meta-analysis: the effectiveness of project-based learning in science learning. Jurnal Penelitian Pendidikan IPA, 9(12), 1385-1393. https://doi.org/10.29303/jppipa.v9i12.5544

Mutanga, M. B. (2024). Students’ perspectives and experiences in project-based learning: A qualitative study. Trends in Higher Education, 3(4), 903-911. https://doi.org/10.3390/higheredu3040052

Nababan, S. (2023). Digital media literacy strategy for the information disruption era in improving the communication ethics of the Yogyakarta community. International Journal of Science and Society, 5(2), 223-232.

Nikmah, A., Shofwan, I., & Loretha, A. F. (2023). Implementasi metode project based learning untuk kreativitas pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(4), 4857-4870. https://doi.org/10.31004/OBSESI.V7I4.4999

Novitasari, A., Isnaini, L. A., & Supriyadi, S. (2024). The STEM-based project-based learning impact on students' critical thinking skills. Inornatus: Biology Education Journal, 4(2), 91-102. https://doi.org/10.30862/inornatus.v4i2.652

Potter, W. J. (2023). Critically analyzing the meanings of “critical” in media literacy. Journal of Media Literacy Education, 15(1), 1–14. https://doi.org/10.23860/JMLE-2023-15-1-1.

Ramírez de Dampierre, M., Gaya-López, M. C., & Lara-Bercial, P. J. (2024). Evaluation of the implementation of Project-Based-Learning in engineering programs: A review of the literature. Education Sciences, 14(10), 1107. https://doi.org/10.3390/educsci14101107

Ruiz Viruel, S., Sánchez Rivas, E., & Ruiz Palmero, J. (2025). The role of artificial intelligence in project-based learning: Teacher perceptions and pedagogical implications. Education Sciences, 15(2), 150. https://doi.org/10.3390/educsci15020150

Sánchez-García, R., & Reyes-de-Cózar, S. (2025). Enhancing Project-Based Learning: A Framework for Optimizing Structural Design and Implementation—A Systematic Review with a Sustainable Focus. Sustainability (2071-1050), 17(11). https://doi.org/10.3390/su17114978

Wang, Z., Abdullah, Z., & Hu, W. (2025). A Systematic Review of the Impact of Social Media on Project-Based Learning. Sustainability, 17(8), 3680. https://doi.org/10.3390/su17083680