Integrating multimedia scaffolding in e-modules to enhance students' critical thinking: a systematic review
DOI:
https://doi.org/10.59923/sendja.v4i3.947Keywords:
Critical Thinking, Digital Learning, E-Modules, Interactive Multimedia, ScaffoldingAbstract
Integrating multimedia scaffolding in e-modules to enhance students' critical thinking: a systematic review. The accelerated growth of digital learning environments requires electronic instructional materials that develop higher-order cognitive skills. E-modules enriched with multimedia offer such potential; however, without structured guidance, multimedia richness may overload learners' cognition and fail to develop critical thinking. This study investigates how the synergistic integration of scaffolding and multimedia within e-modules enhances students' critical thinking skills in digital learning environments. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines, searching ScienceDirect, ERIC, and ResearchGate databases for peer-reviewed articles published between 2020 and 2026. Based on strict inclusion criteria, 25 articles were included, predominantly from Scopus- and Sinta-indexed journals. The analysis demonstrates that multimedia components in e-modules minimize cognitive overload and promote deeper information processing. Scaffolding strategies—question prompts, metacognitive scaffolding, gradual hints, and adaptive feedback—effectively guide students to self-regulate learning and evaluate their thinking processes. Moreover, integrating multimedia and scaffolding within Problem-Based Learning (PBL), STEM, and inquiry-based approaches consistently enhances critical thinking aspects, including analysis, evaluation, inference, and argument construction. These findings imply that balancing multimedia richness with structured scaffolding is essential for creating learning environments that support 21st-century critical thinking skills.
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