Effects of Digital Wiki Boards and KWL Strategy on Elementary Students’ Creative and Analytical Thinking
DOI:
https://doi.org/10.32585/ijimm.v8i1.7285Abstract
This study examined the effects of Digital Wiki Boards integrated with the Know–Want to Know–Learned (KWL) strategy on elementary students’ creative and analytical thinking. Grounded in social constructivist and metacognitive learning theories, the study employed a quasi-experimental pretest–posttest control group design involving 70 fifth-grade students from an elementary school in Jember Regency, Indonesia. Participants were assigned to an experimental group (n = 35), which received instruction through Digital Wiki Boards integrated with the KWL strategy, and a control group (n = 35), which received conventional teacher-centered instruction. The intervention was conducted over eight instructional sessions. Data were collected using validated Creative Thinking and Analytical Thinking tests and analyzed using Multivariate Analysis of Variance (MANOVA). The results indicated a significant multivariate effect of the instructional model on both creative and analytical thinking. Students in the experimental group achieved significantly higher scores than those in the control group, with large effect sizes demonstrating substantial practical significance. The findings suggest that integrating Digital Wiki Boards with the KWL strategy promotes collaborative knowledge construction, metacognitive regulation, and higher-order thinking. This study contributes to the literature on technology-enhanced collaborative learning and offers practical implications for fostering creative and analytical thinking in elementary education.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Endra Priawasana, Sumariyah, Regena Yuni, Yeni Herawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Indonesian Journal of Instructional Media and Model agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
