Abstrak Salah satu aspek yang paling umum dan menonjol di dalam kelas adalah tindakan guru dalam mengajukan pertanyaan-pertanyaan kepada siswa. Guru mengajukan pertanyaan-pertanyaan untuk mengasah cara berpikir tingkat tinggi siswa terhadap kemampuan berbahasanya di dalam pelajaran yang sedang dipelajari. Penelitian ini bertujuan untuk menganalisa pertanyaan dan ujian yang diberikan oleh guru dengan memusatkan pada pertanyaan yang berhubungan dengan tingkatan kemampuan berpikir serta perluasan dari pertanyaan-pertanyaan dan ujian-ujian untuk mengembangkan kemampuan siswa dalam berpikir dengan menghubungkan teori Bloom’s Taxonomy cognitive domain. Penelitian ini menggunakan metode kualitatif dimana konten analisis melengkapinya sebagai desain di dalam penelitian ini. Data dari penelitian ini adalah bahasa lisan guru yang berupa pertanyaan-pertanyaan yang diajukan oleh guru di dalam kelas, serta bahasa tulisan guru yang berupa pertanyaan di dalam soal ujian yang dibuat. Instrumen yang digunakan dalam penelitian ini berupa observasi kelas dan analisa dokumen. Hasil dari penelitian ini membuktikan bahwa guru-guru menggunakan semua tingkatan pertanyaan untuk mencapai tingkatan berpikir siswa. Meskipun demikian, pertanyaan guru masih berada ditingkatan rendah, dimana terdapat sebanyak 59% yang diajukan oleh guru didalam kelas, dan sebanyak 65% dalam ujian yang dapat mengembangkan tingakatan berpikir pada siswa. Kata Kunci: Pertanyaan, ujian, tingkatan berpikir, tingkatan pertanyaan, Bloom’s Taxonomy.
Critical thinking (henceforth CT) has become one of the buzzwords among modern society as one of the human survival skills. Therefore, critical thinking instruction (henceforth CTI) should be inculcated in English language teaching as they may increase the English learners' competence and performance. However, little is known regarding the teachers of English perceptions regarding CTI particularly within the pre-service student teachers' instructions in the Indonesian context. In terms of perception, it may influence teachers' behaviors in the classrooms. To this end, this study was conducted to identify the patterns of pre-service student teachers' perceptions of CTI in their teaching practices. A small cohort of pre-service student teachers, who had just finished their teaching practices at schools around West Sumatra province, Indonesia, became the participants of this study. The data were collected using a "perceptions of critical thinking instruction" questionnaire that the list of its questions were proposed by [3] and then revised and added by [14]. The results showed that the pre-service student teachers, perceived CT is essential for students' development in learning. However, in their roles in CTI, their responses were varying. It is suggested that English language teaching program should enhance the concept of CT and the principles of CTI so that pre-service student teachers' knowledge of CT and how to inculcate CTI in their classroom practices could be developed.
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