THE EFFECT OF DIGITAL CLASS LEARNING MODELS ON DIGITAL LITERACY AND HIGH-ORDER THINKING SKILL IN ELEMENTARY SCHOOL STUDENTS

Abstract An ethnic-social-based digital classroom learning model has been designed to address the need for learning innovations for elementary school students in line with its development of the 4.0 age. This model was also created in response to the low levels of digital literacy and HOT proficiency among primary school kids. So, it was crucial to understand how its implementation affected these pupils. This study aimed to ascertain how the ethnic-social-based digital classroom learning model affected primary school students' digital literacy and HOT skills. This study employed a post-test-only control design in a quasi-experimental context. 300 primary school kids in grade V made up the research sample. The HOT measurement contained six questions, whereas a questionnaire with 40 statements was used to assess digital literacy skills. The MANOVA test was employed in the data analysis method. According to the study's findings, elementary school kids' digital literacy abilities and HOTS were impacted by the ethnic-social-based digital classroom learning model. When compared to other approaches, the digital class learning model was more effective at enhancing students' HOT and digital literacy skill