The Interplay of Digital Literacy and Parenting Styles on Critical Thinking: The Mediating Role of Emotional Intelligence in Islamic Education
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Abstract
Understanding how digital competencies and family environments relate to students’ emotional and cognitive development can inform Islamic Religious Education (Pendidikan Agama Islam; PAI). This study examined the relationships of digital literacy and parenting styles with students’ emotional intelligence and critical thinking skills, including the mediating role of emotional intelligence. A quantitative design was employed involving 79 students selected from a population of 377 at MAN 1 Mojokerto through proportionate stratified random sampling. Data were collected using validated and reliable questionnaires and analyzed through path analysis following statistical assumption testing. The findings indicated that digital literacy and authoritative parenting were positively and significantly associated with both emotional intelligence and critical thinking skills. Authoritarian and permissive parenting showed comparatively limited associations with these outcomes. Emotional intelligence also emerged as a significant statistical mediator linking digital literacy and parenting styles to critical thinking. These findings suggest that emotional intelligence provides a relevant link between students’ digital and family contexts and their critical thinking in PAI, although the reported relationships do not establish causality. The study contributes an integrated account of these relationships within Islamic religious education and highlights the relevance of digital literacy development, supportive parenting, and emotional learning to educational efforts aimed at strengthening students’ critical thinking.
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