PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

This study investigates high school teachers' perspectives on the use of cross-multimedia to develop students' Critical-Creative Thinking (CCT) skills in Indonesian language learning. Despite numerous studies on multimedia, research on how cross-multimedia aligns with the various cognitive stages of CCT is still limited. Using a quantitative descriptive design, this study investigates teachers' perspectives on cross-multimedia to develop CCT. Data were collected through a structured questionnaire that had been tested for content validity and reliability. Respondents consisted of 15 certified high school Indonesian language teachers in Malang City, Indonesia, selected using a purposive sampling method. The results showed that electronic modules and interactive videos were highly favoured (ranging from 93.3% to 100%) across all five stages of CCT: stimulation, exploration, response, production, and reflection. In contrast, animated media (motion graphics) consistently received the highest level of disapproval (up to 46.7%) across all learning phases. Based on Cognitive Load Theory (CLT), teacher resistance to animation is related to the transient effects of information, high development difficulties, and strict time constraints in formal classrooms. This study offers useful empirical guidance for learning to build effective multi-platform media in modern secondary English language education.