Dewa Nyoman Wija Astawa, Wawan Darmawan, Loso Judijanto, Salamah, Fahruddin
This study examines changes in senior high school students' critical thinking following the implementation of a mobile computer-based learning approach in Pancasila Education in Bali. Addressing the continued predominance of teacher-centered instruction, the study explores how an integrated Learning Management System (LMS), accessible via both mobile and desktop devices, supports learning activities that emphasize analysis, evaluation, and reflection within value-based contexts. A quasi-experimental pre-test–post-test design was employed involving 200 students from four public senior high schools in Bali. The intervention was implemented over four weeks as part of regular Pancasila Education lessons, during which students engaged in LMS-supported activities, including case-based discussions, formative digital assessments, and reflective assignments. Students' critical thinking skills were measured using a validated scenario-based test aligned with Pancasila Education content. Data were analyzed using paired-sample t-tests and effect size calculations, while LMS log data were examined descriptively to contextualize student engagement. The results show consistent improvements in students' critical thinking scores across all participating schools, with an average gain of approximately 13.5 points and large effect sizes (Cohen's d > 1.6). Engagement data indicate stable participation across learning activities, suggesting adequate implementation conditions. Given the absence of a control group, the findings are interpreted as evidence of learning improvement under comparable instructional conditions rather than as causal effects. © 2026 by the authors; licensee Asian Online Journal Publishing Group. This work is licensed under a Creative Commons Attribution 4.0 License https://creativecommons.org/licenses/by/4.0/
Saraswati Institute of Teacher Training and Education, Bali, Tabanan, Indonesia; Indonesia University of Education, Bandung, Indonesia; IPOSS Jakarta, Jakarta, Indonesia; Social Science Education Department, Universitas PGRI Yogyakarta, Yogyakarta, Indonesia; Department of Historical Education, Universitas PGRI Yogyakarta, Yogyakarta, Indonesia
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