Identifying Students’ Problems on Critical Thinking as a Way to Foster Higher Order Thinking Skills
Abstract
Students in the old days were not taught to think for themselves in a logical, systematic, and coherent way. They simply regurgitated lectures and text materials back to the teachers. Integrating the traditional method of teaching with the critical thinking model would be the better alternative for teachers to prepare students to solve problems in the future. The samples of this study are the whole graduated students from English Department Students at University of PGRI Yogyakarta, starting from 2018-2021. It is descriptive qualitative research, focusing on the assessment matrix in the assessment of thesis examination by giving in-depth highlight on trends. From the data analyses, it is inferred that gender would give less impact to the successfulness of developing Critical Thinking. On the other hand, the autonomous learning would never give the same good results from one condition to another. It is revealed from the finding that learning with peers impacts better than the autonomous learning and learning with teachers.
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References
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Pasaribu, T. A., & Ariyani, Y. (2019). A READER RESPONSE APPROACH IN COLLABORATIVE READING PROJECTS TO FOSTER CRITICAL THINKING SKILLS. LLT Journal: A Journal on Language and Language Teaching, 22(1), 46–57. https://doi.org/doi.org/10.24071/llt.2019.220208
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Yasmin, M., & Sohail, A. (2018). A creative alliance between learner autonomy and English language learning: Pakistani university teachers’ beliefs. Creativity Studies, 11(1), 1–9. https://doi.org/10.3846/23450479.2017.1406874
Yuan, H., Kunaviktikul, W., & Klunklin, A. (2018). Improvement of nursing students ’ critical thinking skills through problem-based learning in the People ’ s Republic of China : A quasi-experimental study. 10(2008), 70–76. https://doi.org/10.1111/j.1442-2018.2007.00373.xx
Zetriuslita, Ariawan, R., & Nufus, H. (2016). Students’ critical thinking ability: Description based on academic level and gender. Journal of Education and Practice, 7(12), 154–164.
Živkovic, S. (2016). A Model of Critical Thinking as an Important Attribute for Success in the 21st Century. 232(April), 102–108. https://doi.org/10.1016/j.sbspro.2016.10.034
Barnaba, H. Y., & Rahmawan, A. D. (2019). English Writing Problems of Non-English Department Students. Journal of English Teaching and Learning Issues, 2(2), 131. https://doi.org/10.21043/jetli.v2i2.5740
Bashith, A., & Amin, S. (2017). The Effect of Problem Based Learning on EFL Students’ Critical Thinking Skill and Learning Outcome. Al-Ta Lim Journal, 24(2), 93–102. https://doi.org/10.15548/jt.v24i2.271
Carvalho, C., Fíuza, E., Conboy, J., Fonseca, J., Santos, J., Gama, A. P., & Salema, M. H. (2015). Critical thinking, real life problems and feedback in the sciences classroom. Journal of Turkish Science Education, 12(2), 21–31. https://doi.org/10.12973/tused.10138a
Choi, E., Lindquist, R., & Song, Y. (2014). Effects of problem-based learning vs. traditional lecture on Korean nursing students’ critical thinking, problem-solving, and self-directed learning. Nurse Education Today, 34(1), 52–56. https://doi.org/10.1016/j.nedt.2013.02.012
Dewi, N. (2021). LEAST WE FORGET: INHUMANITY THREATS IN TEACHING IN THE NEW ERA. LLT Journal: A Journal on Language and Language Teaching, 24(1), 117–125. https://doi.org/10.24071/llt.v24i1.3156
Foreign, ], & Gang, X. (2020). A Case Study on the Effectiveness of Learner Autonomy in British and American Literature Study. Studies in Literature and Language, 10(1), 88–94. http://www.cscanada.net/index.php/sll/article/viewFile/6258/6867%0Awww.cscanada.netwww.cscanada.org
Handayani, R. (2016). Students’ Critical Thinking Skills in a Classroom Debate. Language and Language Teaching Journal, 19(02), 132–140. https://doi.org/10.24071/llt.2016.190208
Kembara, M. D., Rozak, R. W. A., & Hadian, V. A. (2018). Research-based Lectures to Improve Students’ 4C (Communication, Collaboration, Critical Thinking, and Creativity) Skills. International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018), January. https://doi.org/10.2991/isseh-18.2019.6
Kumar, R., & Refaei, B. (2017). Problem-based Learning Pedagogy Fosters Students ’ Critical Thinking About Writing. Interdisiplinary Journal of Problem Based Learning, 11(2), 5–10. https://doi.org/http://dx.doi.org/10.7771/1541-5015.1670
Mahanal, S. (2019). RICOSRE : A Learning Model to Develop Critical Thinking Skills for Students with Different Academic Abilities. International Journal of Instruction, 12(2), 417–434. https://doi.org/https://doi.org/10.29333/iji.2019.12227a
Maulidiya, M., & Nurlaelah, E. (2018). The effect of problem based learning on critical thinking ability in mathematics education. International Conference on Mathematics and Science Education (ICMScE 2018), 1–4. https://doi.org/10.1088/1742-6596/1157/4/042063
Munirah, & Arif, M. (2021). Language Learning Preferences in Islamic Higher Education Context. Journal Of English Teaching and Linguistics, 2(1), 1–17.
Nangimah, M. (2020). DEVELOPING ENGINEERING STUDENTS’ CRITICAL THINKING FOR PUBLIC SPEAKING THROUGH PROBLEM-BASED LEARNING. LLT Journal: A Journal on Language and Language Teaching, 23(1), 80–88. https://doi.org/doi.org/10.24071/llt.2020.230106
Nappi, J. S. (2017). The importance of Questioning in Developing Critical Thinking Skills. Delta Kappa Gamma Bulletin, 84(1), 30–41.
Nargundkar, S. (2014). A Guided Problem-Based Learning ( PBL ) Approach : Impact on Critical Thinking. 12(2), 91–108.
Nelson, L. P., & Crow, M. L. (2014). Do Active-Learning Strategies Improve Students’ Critical Thinking? Higher Education Studies, 4(2), 77–90. https://doi.org/10.5539/hes.v4n2p77
OCampo, J. M., & Belecina, R. R. (2018). Effecting Change on Students Critical Thinking in Problem Solving. Educare, 10(2), 109–118.
Pasaribu, T. A., & Ariyani, Y. (2019). A READER RESPONSE APPROACH IN COLLABORATIVE READING PROJECTS TO FOSTER CRITICAL THINKING SKILLS. LLT Journal: A Journal on Language and Language Teaching, 22(1), 46–57. https://doi.org/doi.org/10.24071/llt.2019.220208
Pinem, Y. A. (2021). Extrinsic Motivation Influencing Vocational Students’ English Achievement on Hunting Bule before and during Pandemic. Journal of Physics: Conference Series, 1823(1). https://doi.org/10.1088/1742-6596/1823/1/012015
Yasmin, M., & Sohail, A. (2018). A creative alliance between learner autonomy and English language learning: Pakistani university teachers’ beliefs. Creativity Studies, 11(1), 1–9. https://doi.org/10.3846/23450479.2017.1406874
Yuan, H., Kunaviktikul, W., & Klunklin, A. (2018). Improvement of nursing students ’ critical thinking skills through problem-based learning in the People ’ s Republic of China : A quasi-experimental study. 10(2008), 70–76. https://doi.org/10.1111/j.1442-2018.2007.00373.xx
Zetriuslita, Ariawan, R., & Nufus, H. (2016). Students’ critical thinking ability: Description based on academic level and gender. Journal of Education and Practice, 7(12), 154–164.
Živkovic, S. (2016). A Model of Critical Thinking as an Important Attribute for Success in the 21st Century. 232(April), 102–108. https://doi.org/10.1016/j.sbspro.2016.10.034
Published
2021-12-30
How to Cite
RAHMAWAN, Andi Dian; PERIANTO, Eko.
Identifying Students’ Problems on Critical Thinking as a Way to Foster Higher Order Thinking Skills.
Pioneer: Journal of Language and Literature, [S.l.], v. 13, n. 2, p. 260-270, dec. 2021.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/1288>. Date accessed: 27 nov. 2024.
doi: https://doi.org/10.36841/pioneer.v13i2.1288.
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