The Contribution of Communication and Digital Literacy Skills to Critical Thinking

. The contribution of communication and digital literacy skills to critical thinking in biology are rarely explored. The present study employed a correlational research design to determine how communication and digital literacy skills contributed to students’ critical thinking. In this study, communication and digital literacy skills served as the predictor variables, whereas critical thinking served as the criterion variable. Fourth semester students from Tadris Biology department at IAIN Ternate in North Maluku made up the research sample. Essay questions, questionnaires


Introduction
Digital literacy is associated with information processing, cognitive, and socio-emotional skills, all of which are critical in assisting pupils in properly carrying out tasks in a digital context (Kaeophanuek et al., 2019). Digital literacy has an essential role in the process of learning, education and society (Saputra & Al Siddiq, 2020). Digital literacy refers to the capacity to explore, retrieve, organize, merge, assess, scrutinize, and amalgamate digital materials, acquire novel insights, generate multimedia representations, and interact with peers within real-life scenarios (Cohen e al., 2020;Fallon, 2020;Marini et al., 2020;McKinstry et al., 2020). Digital literacy can positively affect students' social skills (Mewangi et al., 2020).
Cognitive, technical, and sociological interactions are all linked to digital literacy (Abdelraheem & Ahmad, 2018). The utilization of digital literacy can facilitate learning endeavors in digital communication through the provision of recommendations, contributions, and accounts pertaining to specific educational topics (Lukitasari et al., 2022). Academic achievement and student learning achievement are both influenced by integrate it within a social framework, while also utilizing communication principles to formulate cogent discourse (Mwakapina, 2020).
Past studies rarely explored how communication and digital literacy skills contributed to critical thinking skills, especially in biology learning design courses. This study is essential since it provides an overview of the elements that influence university students' critical thinking skills. The findings of this study can also help instructors reflect on the learning process that has been implemented to increase students' competence in the twenty-first century. Educators can create their own learning designs while empowering students to communicate, think critically, and perform well in digital literacy. The goal of this study was to determine the contribution of communication skills and digital literacy to university students' critical thinking skills.

Methods
The present study employed a correlational research design. Communication skills and digital literacy served as the predictor variables, whereas critical thinking served as the criterion variable. The research population comprised all students from Tadris Biology department, FTIK, IAIN Ternate, North Maluku, Indonesia. The research sample was twenty fourth-semester students from Tadris Biology department, FTIK, IAIN Ternate, North Maluku. This study was conducted in the biology instructional design course during the even semester of the 2021/2022 academic year. A quasi experiment was done before conducting the correlational analysis. This quasi-experimental study used a pretest posttest control group design in which one experimental research class implemented the two stray two stay learning model. The research sample was determined using the purposive sampling technique conducted based on a previous needs analysis.
The research data were gathered using a test administered to the participants from the two stay two stray (experimental) group. The test was conducted before the implementation of the two stay two stray learning model. The test consisted of essay questions to measure students' critical thinking skills. In addition, questionnaires were distributed to assess students' digital literacy and communication skills. Participants' digital literacy and communication skills were also observed during the implementation of the two stay two stray learning model by the lecturer. The observations were done using an observation sheet. Participants were given a test of their critical thinking skills at the conclusion of fourteen face-to-face class meetings. After implementing the two stay, two stray learning model, questionnaires on digital literacy and communication skills were distributed. ANOVA was utilized to conduct descriptive and inferential data analysis techniques. The multiple linear regression analysis was also done using ANOVA.
Research instruments included instruments used to collect data on communication skills, digital literacy, and critical thinking skills. The instruments used to measure participants' digital literacy consisted of observation sheets and a questionnaire. These instruments were developed based on aspects of 1) internet searching, 2) hypertextual navigation, 3) content evaluation, and 4) knowledge assembly. The instruments used to evaluate participants' communication skills were a questionnaire and an observation sheet. These instruments contained indicators of speaking, listening, writing, and nonverbal communication. Essay questions were used to assess participants' critical thinking skills. Before use, the instruments were subjected to expert and empirical validation. The research data were gathered by distributing the questionnaires and essay 700| Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 11(3), p. 697-712, (2023) questions, as well as conducting class observations. Multiple linear regression analysis with SPSS was employed in data analysis.

Results and Discussion
A multiple linear regression analysis was used to investigate the contribution of independent variables, X1 and X1, to the dependent variable Y. Table 1 summarizes the results of a multiple linear regression analysis using ANOVA.  Table 2 shows an F-calculated of 16.435 and a significance level of 0.000. A significance level smaller than 0.05 indicates that variables X1 and X2 had a simultaneous contribution to Y. Therefore, it can be concluded that communication skills and digital literacy simultaneously and significantly affect critical thinking skills. The acquisition of communication skills and digital literacy skills is known to exert a favorable impact on the enhancement of critical thinking skills among students. According to Han et al. (2019), there exists a positive correlation between communication skills, critical thinking skills, self-confidence, curiosity, and problem-solving abilities. The cultivation of higher order thinking skills (HOTS) can be facilitated through the provision of instruction that prompts students to engage in critical and creative thinking, as well as problem solving (Panggabean et al., 2021). The capacity to engage in critical thinking when comprehending concepts is positively correlated with the capacity to establish connections among interrelated concepts. Critical thinking is also demonstrated by the ability to access information. According to Supriyanti et al. (2020), the availability of information has the potential to enhance knowledge, diminish uncertainty, and enhance reasoning abilities. Sasson (2018) has identified that a limitation to the improvement of literacy rates is the employment of singular information sources in learning processes. The acquisition of critical thinking can be influenced by one's possession of information and digital literacy. According to Leaning (2019), students' abilities to critically evaluate information and discern credible sources enable them to exercise greater selectivity and employ their analytical faculties in acquiring information. Literacy is also perceived as a tool that can be utilized to obtain and disseminate information (Rahman et al., 2019). The findings suggest a positive correlation between students' critical thinking skills and their communication and digital literacy skills, with respective coefficients of 0.128 and 0.238. Digital media significantly facilitates the enhancement of students' communication skills. Digital media can serve as a valuable resource for students in various educational contexts, such as presentations, studies, discussions, and problem olving activities (Rahman et al., 2019). Communication skills encompass the capacity to effectively convey ideas through both verbal and written means, as well as the ability to articulate viewpoints, provide coherent directives, and inspire others through speech (Mishra & Mehta, 2017). Possessing effective communication skills can aid in the prevention of misunderstandings and miscommunication (Mahajan, 2015). Effective communication skills play a crucial role across various domains (Putri et al., 2021). The evaluation of digital literacy is contingent upon the extent to which students can utilize cognitive frameworks in both academic and non-academic contexts. The concept of digital literacy encompasses the ever-changing technological landscape and necessitates responsible access to information contributions (Meyers et al., 2013).
In the age of globalization, students must cultivate digital literacy. This competency can increase students' digital knowledge and motivation to pursue information from different reference sources (Amin et al., 2023). Students with high levels of digital literacy can acquire the information or knowledge they require because they can use digital media more selectively. Digital literacy contributes to an increase in students' ability to argue in each and every response or statement (Darmaji et al., 2023). The submission of evidence, such as examples or data, can support an argument. Using 702| Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 11(3), p. 697-712, (2023) their digital literacy skills, students can utilize their learning experiences to comprehend a piece of information (Hilala et al., 2023). The use of technology in education has a positive effect on learning, including making learning more effective and evaluation and assessment more adaptable because they can be conducted from anywhere (Putri & Asrizal, 2023).
Students need to develop their critical thinking skills in order to meet the challenges of the twenty-first century (Marlina et al., 2022). By paying attention to the characteristics and potential of the students' learning environment, critical thinking skills can be enhanced (Hanum et al., 2023). Teachers need to promote learning activities that can stimulate students' critical thinking and communication skills dan train students' ability to solve problems, become independent, and be more disciplined (Bahtiar et al., 2023). Critical thinking not only aids in the acquisition of knowledge, but also in the application of knowledge when searching for a solution to a problem (Istiqomah et al., 2022). Learners from a variety of social, cognitive, and personality backgrounds should be able to cultivate active learning environments in which they can communicate expansively in order to comprehend topics (Amin et al., 2022a).
Teachers must pose questions that activate students' prior knowledge and help them focus their learning efforts and assess their knowledge (Amin et al., 2022b). Students require higher-level reasoning skills not only during examinations, but also throughout the learning process (Fitri et al., 2021). Critical thinking is also associated with cognitive skills because it entails problem-solving activities (Musliman & Damayanti, 2023) Critical thinking is beneficial for comprehending the interaction of factors that influence results and calculating various possibilities and scenarios in order to make the best decision. Students must possess 21st century skills such as critical thinking skills in order to face global challenges (Wati & Syafriani, 2023).
The results of the multiple regression analysis on communication skills, digital literacy, and critical thinking skills presents a determination coefficient (R-squared) of 0.646, suggesting that 64.6% of Y are influenced by X1 and X2, while the remaining 35.4% are influenced by other factors. In other words, the simultaneous contribution of communication skills (X1) and digital literacy (X2) on critical thinking skills (Y) is 64.6%. Individuals with critical thinking skills are capable of drawing inferences from a wide range of information, adeptly utilizing said information to address a given problem, and effectively identifying pertinent sources to facilitate problem-solving (Haryanto et al., 2020). The term "critical thinking" encompasses the ability of students to utilize acquired information to make informed decisions and effectively communicate their thoughts through reflection and logical reasoning. Critical thinking is a skill that involves reflective evaluation, analysis, and utilization of pertinent information within a specific context through effective communication (Gut, 2011). Individuals who possess competencies in communication, collaboration, critical thinking, problem solving, creativity, and innovation within their field of expertise are likely to achieve greater success in higher education, professional settings, and within the broader community (Wrahatnolo & Munoto, 2018). Based on the figures presented in Table 3, the effective contribution (EC) was calculated using the formula: EC = Beta x Zero Order. Communication skills (X1) and digital literacy (X2) make up 34.93% and 29.67% of the effective contribution to critical thinking skills (Y), respectively. Critical thinking skills are inextricably connected to information literacy. Critical thinking skills are necessary for investigating and assessing information in order to generate opinions based on relevant and reliable data (Crist et al, 2017). The capacity to obtain information also demonstrates critical thinking. Information broadens knowledge, eliminates uncertainty, and improves thinking abilities. Students with strong information literacy will be able to use a variety of sources of information, as well as analyze and evaluate material more comprehensively (Subekti, et al, 2018). Reading habits have a favorable impact on critical thinking abilities (Taglieber, 2000).
Answering questions demonstrates pupils' ability to think critically (Trisdiono et al., 2019). Learning environment and enthusiasm in learning enhance critical thinking skills (Erwiza, 2019). Digital information and media are available everywhere, allowing students to readily, rapidly, and in enormous quantities access to content. As a result, educators must continue to seek to develop learning methodologies that can help students absorb information critically (Dimmit, 2017). Critical thinking also includes the ability to synthesize and filter numerous arguments and information so that it may be accepted correctly (Syafaren, 2019).
Multidisciplinary instruction has the potential to facilitate the integration and amalgamation of knowledge from a variety of perspectives, thereby augmenting students' capacity for analytical reasoning. Students may investigate and analyze various forms of material by developing critical thinking skills (Supriyanti et al., 2020). Literacy is extremely beneficial to students in terms of developing communication skills, the capacity to work in a variety of teams, cooperate, and form interpersonal relationships. Students with these skills can always position themselves in harmonious interactions (Setiyadi et al., 2022). Students with sufficient digital literacy can detect the risks and negative impacts of using the internet or online resources (Helsper & Smahel, 2020;Ruenphongphun, 2021).
Good reasoning assists in the comprehension of information, the transmission of information, and the exchange of information from information sources. In other words, there is a relationship between reasoning skill and communication ability (Makur, 2019). Communication skills have an essential place in teamwork to create a collaborative environment that requires team spirit (Kereluik et al., 2013). Communication is required to promote science process skills, which include how students explain an item, event, action, and discussion findings using words, symbols, drawings, and figures or tables (Omeodu et al., 2021). Students must use verbal communication to communicate their findings and views orally through oral presentations, discussions, and debates. Students' verbal communication skills might also predict their writing test scores (Haworth & Garrill, 2003). 704| Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 11(3), p.697-712, (2023) Digital literacy in educational settings encompasses more than mere technical proficiency with digital tools. It entails the capacity to effectively navigate and evaluate information, engage in critical thinking, and exhibit appropriate conduct in online environments (Tang & Chaw, 2016). Digital literacy contains several elements such as critical thinking skills, creativity, the ability to build and evaluate information, the ability to use digital media effectively, and the ability to develop digital writing results (Al-Qallaf & Al-Mutairi, 2016). The dynamism and entertainment value of classroom learning can be enhanced through the acquisition of digital literacy by students. In summary, the acquisition of digital literacy is crucial for students' academic progress, as it enables them to engage in critical discourse on significant issues pertaining to technology utilization (Khan et al., 2022). Furthermore, according to Hague (2010), digital literacy encompasses the capacity to proficiently generate, collaborate, and communicate, while also comprehending the optimal utilization of digital technology to facilitate these activities. Individuals possessing this aptitude are commonly receptive and flexible in response to alterations.
Research has found a relationship between digital literacy and high to moderate creative self-concept (Alsoud et al., 2021;Alt & Raichel, 2020). Digital literacy contributes to meeting students' learning demands and their future professional needs (Tham et al., 2021). A person is said to be able to think critically if s/he can put experience to the test, appraise information and ideas, and evaluate prior arguments (Mezirow, 1998). Individuals who are digitally literate have the technical knowledge and abilities required to use, access, and analyze technological information to create digital information, as well as to use online networks for communication, socialization, and learning (Ustundag et al., 2017). Therefore, digital literacy should not be seen as only "using technology". Social and cognitive abilities are also required for digital literacy (van Laar et al., 2017).
Students must gain digital literacy to obtain 21st century abilities (Yasa & Arnelia, 2023). The five components of digital literacy are 1) identifying, finding, retrieving, storing, organizing, and analyzing digital information, 2) communicating in a digital environment and being able to interact in communities and networks, 3) creating and editing new content, integrating and redefining prior knowledge, and generating creative expression from media output, 4) identifying digital needs and resources, and 5) effectively and creatively using technology to solve conceptual problems through digital means (Phuapan et al, 2016). Digital learning is more effective than traditional learning in enhancing student motivation and achievement (Lin et al., 2017). The integration of digital literacy into learning resources can enhance the overall quality of students' education (Scanlon, 2000). Digital media is important in education because it can present culturally, visually, and audibly engaging and participatory learning content (Rusydiyah, 2020). Students' creativity will suffer if they do not understand the fundamental concepts of the technology they own (Gomez-Trigueros et al., 2019).

Conclusion
The results of the data analysis and the research discussion reveal the contribution of communication skills and digital literacy to critical thinking skills. Communication skills and digital literacy make up 34.93 and 29.67% of the effective contribution to critical thinking skills, respectively. According to the findings of this study, communication skills and digital literacy are factors that affect critical thinking skills. As a result, educators must design learning to enhance students' critical thinking skills. It is recommended that future researchers conduct a more in-depth study on the importance of communication skills and digital literacy to critical thinking skills, with a larger number of research samples and a longer research duration.