Effectiveness of Critical Thinking about Radicalism Issue (CTRI) on Critical Reading Activities: A Quasi Experimental Study

Abstract

This research explains about increasing the ability to think critically to ward off radical issues in critical reading activities in college. This research approach uses a quasi-Times Design Series with Control Group experiment that uses two classes of the same level. The analysis of this study used One Way Anova with a significance level of 0.05. The results and discussion of this study indicate there is significance, namely 0.049 in the final test of the two groups, which means that there are significant differences in CTRI (Critical Thingking about Radicalism Issue) on critical reading learning. Thus, CTRI (Critical Thingking about Radicalism Issue) has a significant effect on critical reading learning.