Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence

El-Soufi, Nada; See, Beng Huat

doi:10.1016/j.stueduc.2018.12.006

Cited by 100 publications

(70 citation statements)

References 54 publications

(43 reference statements)

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“…Pembelajaran bahasa Inggris menggunakan berbagai pendekatan guna meningkatkan keterampilan berpikir siswa dalam pelajaran bahasa Inggris (Soufi & See, 2019). Berdasarkan berbagai pendekatan tersebut, pendekatan instruksi eksplisit terbukti paling efektif.…”

Section: A Pendahuluanunclassified

Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

et al. 2021

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This study aims to describe thinking skills in Indonesian Language Learning Textbook class X Curriculum 2013. The thinking skills in this study are oriented towards revising Bloom's learning taxonomy which divides thinking skills into two domains, namely Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS). The data in this study are in the form of text learning objectives written in Indonesian textbooks. The data is sourced from two revised editions of Indonesian textbooks, namely the 2014 revision and the 2017 revision. The data analysis method used in this study is referential matching and mapping of educational objectives based on the revised Bloom's taxonomy. The integration of thinking skills in Indonesian textbooks is manifested in the cognitive and knowledge dimensions. The cognitive dimension is dominated by the level of creation (C6) accumulated from two revised books. The knowledge dimension is dominated by conceptual knowledge. Based on this dominance, it can be concluded that the primary outcome of learning Indonesian is text creation. The text created is constructed from the concepts of text knowledge obtained in the learning process.

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Section: A Pendahuluanunclassified

Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

et al. 2021

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“…Žinios -svarbios, bet šiuo metu daug aktualiau sugebėti rasti sprendimą naujoviškoje situacijoje, žinoti, kur ieškoti informacijos, gebėti įvertinti jos patikimumą, saugiai elgtis interneto erdvėje. Nurodoma, kad absolventų kritinio mąstymo ir etiško mąstymo ugdymas tampa globalaus aukštojo mokslo tikslu (UNESCO, 2009), vienu svarbiausiu bakalauro studijų tikslų Europoje (Soufi ir See, 2019). Bolonijos proceso įgyvendinimo ataskaitoje Europos aukštojo mokslo erdvė 2012 m. pabrėžiama, kad kritinis mąstymas yra svarbi į studentą orientuoto daugelio universitetų mokymo dalis, suteikianti galimybę visiems studentams įgyti bendruosius ir profesinius gebėjimus, kurie sudarytų sąlygas absolventams įsitvirtinti darbo rinkoje (Europos Taryba, 2018).…”

Section: įVadasunclassified

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Indrašienė¹,

Jegelevičienė²,

Penkauskienė³

et al. 2021

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Augantį susidomėjimą kritinio mąstymo fenomenu lemia XXI amžiaus darbo rinkos diktuojamos sąlygos, kurios iš darbuotojų reikalauja sėkmingai veikti kasdienėje, asmeninėje ir tarpasmeninėje erdvėje, siekti profesinės sėkmės ir tapti sumanios visuomenės dalimi. Kritinis mąstymas aktualizuojamas politiniuose dokumentuose kaip kompetencija, kuri būtina siekiant atliepti darbo rinkos aktualijas ir prisidėti prie visuomenės progreso. Todėl švietimo sistemoje kritinio mąstymo ugdymas tampa vienu svarbiausių švietimo uždavinių. Pradedama kalbėti apie tai, kad mokyklose laikas ruošti ne konkrečių profesijų darbuotojus, o asmenybes, išsiugdžiusias tam tikrų novatoriškų įgūdžių -kritinį mąstymą,

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“…Melalui penulisan karya-karya tersebut, guru akan senantiasa berpikir kritis dalam menyelesaikan berbagai persoalan yang dihadapinya dalam pembelajaran. Guru harus mampu mengidentifi kasi masalah, mengembangkan pemahaman dan penalaran melalui rangkaian kerja metodologis, menyusun kesimpulan, serta menyiapkan berbagai alternative jawaban atas permasalahan yang dihadapinya (El Soufi & See, 2019). Hal ini akan berimplikasi pada peningkatan kualitas pembelajaran dan pengajaran (Andrews, 2015).…”

Section: Lppm Unmer Malangunclassified

Pelatihan dan Pendampingan Penelitian Tindakan Kelas bagi Guru SMP Aisyiyah Muhammadiyah 3 Malang

Putra

Andalas

Hudaniah

2021

ABDIMAS J. Pengabdi. Masy. Univ. Merdeka Malang

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Teachers must be able to increase the standard of their student's education. Various innovations in improving the quality of learning can be done through Classroom Action Research. However, the facts show that the productivity of teachers at SMP 'Aisyiyah Muhammadiyah 3 Malang has not shown significant development. As part of efforts to improve the quality of student learning in class, many teachers have not been able to implement Classroom Action Research. Therefore, this service seeks to provide classroom action research training assistance to teachers of SMP 'Aisyiyah Muhammadiyah Malang. This service program is carried out in four structured activities, namely sharing, concept expository, training and mentoring, and writing research articles. Through the activities that have been carried out, it was found that the main cause of the absence of the research being conducted was motivation. Through psychological strengthening and intensive mentoring, supported by a strategy to develop worksheet instruments, can provide significant results. Teachers of SMP 'Aisyiyah Muhammadiyah 3 Malang can design and produce classroom action research.

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Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence

Cited by 100 publications

References 54 publications

Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

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Pelatihan dan Pendampingan Penelitian Tindakan Kelas bagi Guru SMP Aisyiyah Muhammadiyah 3 Malang

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