Implementasi ASCO (Analyzing, Solving Problems, ans Comparing) terhadap Pembelajaran Membaca Kritis

Abstract

<p class="StyleAuthorBold">Abstract</p><p class="abstrak"><em>Research on overcoming exposure to radical issues with critical thinking on critical reading learning is still rarely done. This research is important to be carried out in the reading of the story to avoid radical issues that have been entered in university by using the Asco method (Analyzing, Solving Problems, Comparing). This research approach uses the Quasi-Times Design Series with Control Group experiment. The research data collection, namely the initial test scores and final tests. The experimental group was B2-18 and the control group was B3-18. Data analysis of this study used the One Way Anova SPSS test for Windows with a significance level of <0.05. The results of this study, namely (1) A homogeneous group test of 0.049 which was declared valid because> 0.05 to test this relationship; (2) Anova test of the two groups of 0,000 was declared significant because <0.05. The results showed that there was a significant influence of Asco (Analyzing, Solving Problems, Comparing) on critical reading learning. </em></p><p class="abstrak" align="left"><em> </em></p><strong><em>Keywords:</em></strong><em> Asco (Analyzing, Solving Problems, Comparing), Implementation, Critical ReadingLearning </em>

Critical reading research and its implications for critical reading skills for Indonesian language teachers: A systematic literature review

“…This is in line with the opinion of Utami et al, (2012), which states that critical reading skills are a long process because students not only grasp the explicit meaning but also find the meaning between the lines, and the meaning behind the lines, thus requiring continuous training. In addition to a reasonably long process, critical reading skills understand explicit meaning Hariyati (2019) and think about the issues discussed and analyze and provide judgment (Cahyono et al, 2019). Second, learning to read critically is expected to involve students actively learning to read.…”

“…The most common research on critical reading skills is conducted using the R&D type of research (Ardiasri et al, 2017;Cahyanto et al, 2016;Hariadi et al, 2018;Inawati et al, 2021;Lestari, 2020;Nofitria et al, 2017;Perdana & Kriswantara, 2021;Pratama, 2016;Priyatni, 2014;Wardoyo et al, 2016;Yono et al, 2017). Other research on critical reading skills was also carried out in the form of Classroom Action Research conducted by (Usman, 2015); other types of research on critical reading skills were carried out in the form of descriptions (Cahyono et al, 2019;Diana, 2014;Ibda, 2019), as well as those carried out in the form of experimental research both fundamental and pseudo (Andra, 2019;Hariyati, 2019;Muttaqiin & Sopandi, 2016;Putra, 2015;Restuningsih et al, 2017;Sariyem, 2016;Utami et al, 2012;Yulianda et al, 2012). To the author's knowledge, there has never been any research that examines critical reading skills in the form of a systematic literature review (SLR).…”

Trends In Critical Reading Skills Research In The Journal Of Indonesian Language and Literature Education In PPJB-SIP

“…It is in line with the idea that undergraduate students are human resources who need to be more prepared to face the digital era (Afandi et al, 2016;Wijaya et al, 2016). Also, Undergraduate students are cognitively, morally, and emotionally mature in understanding the reading texts (Ardiasri, Priyatni, & Andajani, 2017;Hariyati, 2019;Priyatni, 2014;Riadi, 2015). Hence, preparing undergraduate students as agents of change and human resources who can compete in the digital era is an absolute and non-negotiable thing.…”

“…The explosion of digital information undoubtedly makes every individual more selective in sorting and critically reading sources of information (Muttaqiin, 2015;Putra, 2015). Reading critically every information that has been obtained is a mandatory thing that must be done (Hariyati, 2019), before sharing the information with other people (Diana, 2014). Through critical reading activities, it is expected that wrong information will not occur as it may result as a hoax.…”