Abstrak
ABSTRACT This thesis is entitled: “An analysis of Using Digital Tools towards Students’ Critical Thinking and Problem Solving in English Clasrroom at MTs N 1 Bukittinggi” compiled by Ari Saputra Ramadhani NIM 20223006. Graduate English Education Study Program Faculty of Tarbiyah and Teacher Training Faculty State Islamic University of Syech M. Djamil Djambek Bukittinggi. This study aims to investigate the impact of using digital tools integration on the enhancement of critical thinking and problem-solving skills to eighth-grade students in the English classroom at MTs N 1 Bukittinggi. The study was triggered by several issues identified in the use of digital tools, one significant concern is that the tools promoted and provided by the school are not being optimally utilized by students to enhance their English language proficiency, particularly in areas related to problem-solving and critical thinking skills. This research is employing a mixed-methods approach, quantitative data were collected from 65 students through questionnaires, meanwhile qualitative insights were obtained through interviews with one English teacher and nine students at MTs N 1 Bukittinggi. Quantitave data analysed by Anas Sudijono theory; collected the questionnaire, tabulated the data, calculated the percentage, found mean, and data interpretation. Qualitative data analysed by Miles and Huberman theory; making the summary, codes and coding, pattern coding, Jotting, analysis memoing, assertion and preposition, and within case analysis and cross case analysis. The quantitative results demonstrate that students’ critical thinking and problem-solving abilities significantly improved, with performance scores across key indicators consistently categorized as “Good” in the number of 76.18% and 77.08%. Qualitative data identified several challenges faced by both teachers and students during the implementation of digital tools. Teachers reported difficulties related to limited professional development in digital pedagogy, technical and infrastructure constraints, lack of institutional guidance, and unequal access to digital devices. Conversely, students faced technical instability, insufficient digital competence, limited self-regulation, environmental distractions, and inadequate structured guidance in using digital platforms. These challenges underscore the necessity for comprehensive support systems, including ongoing teacher training, improved infrastructure, and targeted student digital literacy programs, to maximize the effectiveness of digital tools in fostering higher-order thinking skills. Findings affirm that digital tools have a positive influence on students’ critical thinking and problem-solving skills. However, overcoming technical, pedagogical, and contextual barriers is essential to ensure sustainable and equitable educational outcomes. This study contributes valuable insights for educators and policymakers aiming to optimize digital learning environments in secondary education.