The influence of Creative & Critical Thinking and Collaboration on Digital & Technology Fluency

. This study aims to confirm the existence of an influence between three attributes of graduates, namely Creative & Critical Thinking, Collaboration, and Digital & Technology Fluency. The data used in this study were based on a survey of 100 students who participated in the three attribute development activities. Three hypotheses were tested to check the influence of the three variables according to the correlation. Hypotheses one is to test the influence of Critical & Creative Thinking to Digital Technology Fluency. Hypotheses two is to test the influence of Collaboration to Digital Technology Fluency, and hypotheses three is to test the influence of Critical & Creative Thinking, Collaboration, to Digital Technology Fluency. The finding of analysis of the implementation of skills by one of the Higher Education institutions in Indonesia in fulfilling student competencies for the industrial revolution 4.0 shows that there is a simultaneous or partial influence between Critical & Creative Thinking, Collaboration, and Digital & Technology Fluency for each independent variable on the dependent variable. Therefore, it is concluded that the three hypotheses that were determined earlier were accepted. These findings have significant implications to further develop and design instructional programs that seek to improve digital and technology skills among students, as well as for policymakers and educators who are interested in preparing students for the demands of the industries. In addition, because the multiples regression test shows that there may be other influencing variables, re-analysis of other possible variables is recommended for further study.


Introduction
Industrial Revolution 4.0 was introduced in 2011.In the era of the industrial revolution 4.0, the role of technology was very important in supporting business processes within companies.There is a unification of technology and business processes to improve the performance of the company.Technology is a very important corporate resource.The most important impact of the industrial revolution 4.0 on companies is the adoption of technology, carrying out digital transformation, and increasing the competence and productivity of human resources with the aim of increasing efficiency and effectiveness by developing new business models.Competencies that are much needed in the era of the industrial revolution 4.0, namely competencies related to attitudes at work and the ability to use technology [1].
The World Economy Forum (WEF) is an activity attended by economic experts, world businesspeople, and state leaders.The purpose of this forum is to discuss issues related to world economic problems in October 2020.Through its official website, WEF released information regarding the skills needed in the world of work in 2025.It can be seen from the skills list that greater use of technology will affect the skills needed in all jobs in the next few years.The WEF's 10 skills needed in 2025 include analytical thinking and * Corresponding author: johanj@binus.eduinnovation; active learning and learning strategies or active learning and learning strategies; complex problem solving or complex problem solving; critical thinking and analysis or critical thinking and analysis; creativity, originality, and initiative or creativity, originality, and initiative; leadership and social influence or leadership and social influence; technology use, monitoring, and control or use, monitoring, and control of technology; technology design and programming or technology design and programming; resilience stress tolerance and flexibility or resilience and stress tolerance and flexibility; reasoning problem solving, and ideation or reasoning, problem-solving, and generating ideas [2].This is also strengthened based on research that has been done previously [3] regarding the learning system in the era of the industrial revolution 4.0 which implements the development of skills related to creativity, critical thinking, cooperation, communication skills, social skills, in addition to demands to master information technology skills.and communication.The list of skills is a concern of Higher Education as an institution that prepares graduates who have good quality competencies and can be well absorbed by the industry.Therefore, in this study an analysis will be carried out on several skills that have been determined by one of the tertiary institutions in Indonesia.These skills are mapped into several graduate attributes that must be fulfilled by students so that they can have the ability to compete in the industrial revolution 4.0.Attributes will be analyzed to find out and ensure there is a correlation between each attribute in supporting graduate competencies.These attributes include Critical & Creative Thinking; Collaboration; and Digital & Technology Fluency which is assessed to affect students' proficiency after graduation.

Literature review
To prepare university graduates who are ready to face the digital era, the important thing is to prepare each student to have digital fluency skills.This ability will improve the quality of life of college graduates in the future [4].According to Yan Li, et al., [5], digital fluency is the ability to understand and complete various personal tasks, social tasks, or organizational tasks properly.According to Miller & Bartlett [6], digital fluency is often equated with the ability to use technology, especially digital technology, but in several studies, it has been produced that digital fluency has and relates to other abilities.According to Chou & Chiu [7], digital fluency is a combination of technical abilities, sociability, and understanding of knowledge.There are four factors that shape digital fluency, namely collaboration, digital users, critical thinking, and innovation.These four factors become a measure to determine the level of digital fluency ability.Digital fluency has a relationship with social media users and social networks [8].According to Techataweewan & Prasertsin [9], there are four factors that affect students' digital fluency abilities which are contained in the indicators: the ability to apply technology (cognition, discovery, presentation); thinking skills (analysis, evaluation, creativity); ability to cooperate (teamwork, networking, sharing); ability to recognize what happened (ethics, law, prevention).
Based on this research, digital fluency is not only about technology but also includes other abilities such as critical thinking, problem solving, and creativity in using technology efficiently and effectively [10].In addition, from the results of several previous studies there are two abilities that are often associated with digital fluency, namely the ability to think creatively and critically, and the ability to collaborate.The ability to think critically and creatively is a skill that is needed by workers in the era of the industrial revolution 4.0 in facing challenges that arise, especially related to mastery of technology [11] as well as problem solving abilities [12].Creative and critical thinking involves cognitive abilities as well as ways of thinking that form the ability to analyze argumentation, justification, decision making, and problem-solving skills [13].
To develop creative and critical thinking abilities can be done by following a model that has been developed by researchers, the development module consists of five components namely communicating, inquiring, networking, teaching, and applying and researchers have proven that there is an increase in creative and critical thinking skills in students who take part learning with this model [14].Collaborative ability is an ability to bring up a condition in a cooperative relationship; there is a mutually beneficial relationship or mutual benefit that is equal in solving a problem.This can happen if each has the same goal.

Hypothesis
This study aims to confirm the existence of influence between the three attributes of graduates, namely Creative & Critical Thinking; Collaboration; and Digital & Technology Fluency.If it is known that there is an influence between the three graduate attributes, then if one attribute can be developed, it will have an impact on other attributes simultaneously.In addition, the data used in this study were taken based on a survey conducted on 100 students who had participated in the three attribute development activities.

Methodology
There are several stages that will be carried out in this research, including the determination of the dependent variable and the determination of the independent variable which will be carried out simultaneously; Hypothesis Determination; Data collection; and Data Analysis according to Fig. 2. Hypotheses can only be developed if the variables to be studied have been determined.Therefore, the first step is to determine which variables will be categorised as independent variables or dependent variables based on the three attributes that have been selected for research.After that, data related to the three variables will be collected using a survey method given to 100 students who have participated in self-development related to the attributes.The questions to the three variables are illustrated in accordance to Table 1.Furthermore, based on the data that has been collected in accordance with Table 1, it will be continued into the analysis process to test the correlation or influence between the three variables in accordance with the previously determined hypothesis.

Result and Discussion
In this study, testing will be done with the SPSS application and multiple regression analysis methods.The following are the outcomes.Table 2 explains the variables and methods that will be used in this study.The independent variables determined are X1 = CCT (Critical & Creative Thinking) and X2 = C (Collaboration).Meanwhile, the dependent variable is Y = DTF (Digital & Technology Fluency).Then for the mehod used is the enter method which means that there are no variables removed so that in the "Variables Removed" column there are no numbers.Furthermore, Table 3 provides information about the coefficient of determination (Is there an influence of Critical & Creative Thinking and Collaboration simultaneously / together on Digital Technology Fluency).R Square (correlation coefficient value) = 0.421 or 42.1% indicates that Critical & Creative Thinking and Collaboration simultaneously / together have an influence on Digital & Technology Fluency by 42.1%, while the remaining 100% -42.1% = 57.9% is influenced by other variables not examined in this experiment.In addition, the smaller the R Square value, the weaker the influence between the independent variables on the dependent variable, on the other hand, if R Square is higher or closer to 1, the higher the influence between the independent variables on the dependent variable.• Based on the significant value ("Sig.").
• If the value of Sig.<0.05, then hypothesis H3 is accepted (There is a significant influence between Critical & Creative Thinking, Collaboration, and Digital Technology Fluency).
• If the value of Sig.> 0.05, then hypothesis H3 is rejected (There is no significant influence between Critical & Creative Thinking, Collaboration, and Digital Technology Fluency).
• Based on the comparison of the value of F Count with F Table.
• If the value of F Count> F Table, then H3 is accepted.
• If the value of F Count < F Table, then H3 is rejected.
For Table H

Conclusion
The results of the study showed a significant influence between all three attributes Creative & Critical Thinking, Collaboration and Digital & Technology Fluency.This means that the development of one trait has a positive impact on the other traits and they are interdependent Industrial Revolution 4.0.The study underscores the importance of curricula aimed at enhancing students' digital and technological skills and preparing them for the challenges of the digital age.In addition, the study recommends further research to examine other possible variables that may also affect these attributes.Multiple regression tests suggest that there may be other factors influencing the evolution of these attributes, and understanding these factors is important for a fuller understanding of the skills required for Industrial Revolution 4.0.This study has significant implications for policymakers and educators interested in improving the quality of higher education programs.It provides valuable insight into the relationship between creative and critical thinking, collaboration and digital and technological mastery and how they are linked to influence graduate competencies for the future workforce.In summary, the study shows that the development of the attributes "Creative & Critical Thinking", "Collaboration" and "Digital & Technology Fluency" are essential to prepare graduates for the demands of the future workforce.It emphasizes the importance for educational institutions and policy makers to design curricula aimed at enhancing students' digital and technological skills while encouraging creative and critical thinking and collaborative work.The results of this study provide a solid foundation for future research to build on to better understand the complex relationships between these attributes and other potential factors that may affect them.

Fig. 1 .
Fig. 1.Research model.In this study determined three hypotheses to be tested.Each hypothesis will be carried out by the process of checking the influence of the three variables according to the correlation depicted in Fig.1.The hypotheses that have been determined included: • H1: There is a significant influence of Critical & Creative Thinking to Digital Technology Fluency, • H2: There is a significant influence of Collaboration to Digital Technology Fluency, • H3: There is a significant influence of Critical & Creative Thinking, Collaboration, to Digital Technology Fluency.

Table 4
, it calculated using the formula F Table = (k; n-k), where k is the number of independent variables and n is the number of respondents, then F Table = (2; 98).The number 2 in the F Table indicates which column, while the number 98 indicates which row.However, because there is no number 98 in the F Table, the closest number is chosen, namely 100 or row 100.So that the value of F Table = 3.09.And the results obtained from the ANOVA test are as follows: • Based on the significant value ("Sig.").Based on the comparison of the value of F Count with F Table.The value of F Count or "F" in the ANOVA column is 35.332.Because F Count > F Table (35.332> 3.09), then H3 is accepted. •

Table 5
The formula for finding t table is t table = (a/2; n-k-1 or "residual df listed in the ANOVA table").a is the research confidence level or probability used as a benchmark for significant value or Sig., which is 0.05.Therefore, t table = (0.05/2; 100-2-1) = (0.025; 97).Just like the F Table, where 0.025 shows what column it is in and 97 shows what row it is in accordance with the t table.Thus, the value of t table = 1.988.And the results obtained for the partial test are as follows: