Hoax News: Promoting the Students’ Critical Thinking in Critical Reading Class

Haryati, Sri; Hidayati, Diyah Nur

doi:10.18326/rgt.v10i2.122-139

Cited by 9 publications

(9 citation statements)

References 9 publications

(13 reference statements)

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“…In addition, CTL approach is able to connect between students' background knowledge and their ability to identify and analyze the implied meaning from the text. It is in line with what Haryati (2017) found that prediction served as students' reading purpose and promoted the students' critical thinking in the reading class. Fostering reading purposes and critical thinking reading is assumed to be one of the strategies to improve comprehension.…”

Section: Questioning and Inquirysupporting

confidence: 89%

Practicing Contextual Teaching and Learning (Ctl) Approach to Improve Students� Reading Comprehension in Relation to Motivation

Haerazi¹,

Prayati

Vikasari³

2019

ERJEE

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The need to acquire reading skills is increasing along with the needs of students to attain information. Therefore, this study aims at improving student�s reading comprehension viewed from the motivation level using the contextual teaching and learning (CTL) approach at SMPN 1 Jonggat. To this end, a classroom action research consisting of two cycles was applied. Each cycle consisted of four stages, namely plans, actions, observations, and reflections. The subject of this study was the second-grader of SMPN 1 Jonggat, while the object of this study was the use of contextual teaching and learning (CTL) approach to improve students� reading comprehension in relation to motivation. The observation sheets, questionnaires, and reading tests were employed to collect the data. As result, the study showed that the use of CTL approach was effective to improve students� reading comprehension and motivation to learn. Students� achievement was 75 meaning that the passing grade enacted in the school was achieved. Meanwhile, the students� motivation to learn was at the high level as proven by the percentage of students� motivation which was at the standard value. Thus, it can be concluded that Contextual Teaching and Learning (CTL) approach can improve students� motivation to learn as well as their reading comprehension.

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Section: Questioning and Inquirysupporting

confidence: 89%

Practicing Contextual Teaching and Learning (Ctl) Approach to Improve Students� Reading Comprehension in Relation to Motivation

Haerazi¹,

Prayati

Vikasari³

2019

ERJEE

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“…As a result, critical thinking skills in critical reading become the best practice for students to write. It is in accordance with Haryati and Hidayati (2017) who state that the critical reading activities can be seen from learning activities in the class in which students learn how to comprehend explicitly reading texts and identify the texts, including language functions and contents, whether in discussion groups and individually.…”

Section: Introductionsupporting

confidence: 70%

The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception

Haerazi¹,

Dehghani

Rachmawati

et al. 2021

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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This study investigates the culture-based instructional materials (C-BIM) model to improve studentsâ€™ reading and writing skills viewed from critical thinking skills at the junior-high-school in Indonesia. This study is a mixed-method employing the explanatory sequential design. The data are in the form of quantitative and qualitative data. The quantitative data are collected first and followed by the quantitative one. The research instruments are in the form of reading and writing tests, questionnaires, and interview sheets. The test is used to see the studentsâ€™ reading and writing achievements. Meanwhile, the questionnaire is utilized to determine the studentsâ€™ and teachersâ€™ intercultural awareness and perception of incorporating cultures in teaching materials. The data of reading-writing achievement are analyzed using descriptive and inferential statistics. Thus, the data of studentsâ€™ and teachersâ€™ cultural awareness and perception are gained by applying qualitative steps: analysis, reduction, coding, interpretation, and conclusion. Based on the result of the research, this study indicates that the C-BIM model significantly affects studentsâ€™ reading and writing skills. Also, it has an interaction between teaching materials and critical thinking skills. Researchers elaborate on those in the discussion part of this article regarding the students' intercultural competence and perception.

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“…Out of 38 persons that are not usually involved in youth work, only one person consider that text format is appreciated and nobody selected the audio format. A large portion of the respondents surveyed thought that the most appropriate skills that would help them to evaluate news (figure 6) are critical thinking skills (Haryati & Hidayati, 2017) and tools to analyse sources of information. Respondents considered that the most relevant criteria (figure 7) used to verify the correctness of the news from social media are: the source, the author as well as the date.…”

Section: Resultsmentioning

confidence: 99%

An Appropriate Set of Skills for Limiting the Spread of Fake News

Acomi

Siguencia

Ovidiu

2021

RREM

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The diversity of news distributed via social media communication channels exposes citizens to large scale disinformation including misleading and false information. In this context of the massive use of social media and considering the EU Youth Strategy 2019-2027 with regards to democracy, there is a strong need for analytical skills. The main problem is the reduced level of commitment of people to evaluate social media news and to develop the proper analytical skills. This paper aims at exemplifying the utility of conducting survey-based primary research for identifying the most appropriate analytical skills for dealing with fake news. The research method consists of establishing and distributing a questionnaire targeting various categories of people. Feedback was collected through an online survey in 2020. The questionnaire included category questions aiming at analysing the responses from the age, youth category and time spent online perspective. This approach is thought to provide data of sufficient quality and quantity to meet the objective of identifying the most appropriate analytical skills for dealing with fake news. The results of this study emphasize the views of respondents with regards to fake news approach, the extent to which various categories of people are checking the news before sharing, as well as the preferred criteria used for verifying the correctness of the news from social media. Based on the analysis of the results, the author proposed a set of solutions to empower youth to evaluate fake news and to detect disinformation campaigns across social networks.

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Hoax News: Promoting the Students’ Critical Thinking in Critical Reading Class

Cited by 9 publications

References 9 publications

Practicing Contextual Teaching and Learning (Ctl) Approach to Improve Students� Reading Comprehension in Relation to Motivation

Practicing Contextual Teaching and Learning (Ctl) Approach to Improve Students� Reading Comprehension in Relation to Motivation

The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception

An Appropriate Set of Skills for Limiting the Spread of Fake News

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