Critical-thinking assessment table: a novel strategy to foster students’ critical thinking dispositions
DOI:
https://doi.org/10.22219/jipt.v6i2.5892Keywords:
critical-thinking dispositions, self-regulation, metacognitionAbstract
Abstrak. Disposisi berfikir-kritis adalah aspek penting dalam diri siswa yang mendorong mereka untuk berfikir-kritis baik dalam kehidupan akademik dan sehari-hari. Sayangnya, para peneliti menaruh perhatian yang begitu kecil kepada disposisi berfikir kritis. Penelitian ini bertujuan untuk mengembangkan dan menguji coba suatu strategi baru untuk menumbuhkan disposisi berfikir-kritis tiga mahasiswa pascasarjana Indonesia. Strategi itu direpresentasikan dalam sebuah tabel yang berisi kriteria berfikir-kritis dan fase regulasi diri berfikir-kritis. Strategi tersebut bertujuan untuk menjadikan eksplisit sekaligus melatih metakognisi dan regulasi diri siswa dalam proses berfikir kritis. Nilai yang didapat dari skala disposisi berfikir-kritis menunjukkan bahwa intervensi berhasil meningkatkan disposisi berfikir kritis pada siswa. Sementara itu, interview mengungkap beberapa temuan yang berharga mengenai kesulitan pembelajaran siswa dan bagaimana intervensi telah berhasil membuat siswa menyadari proses berfikirnya disamping, melatih metakognisi dan regulasi diri mereka. Keterbatasan dan implikasi dari strategi ini akan didiskusikan lebih lanjut.
Kata kunci: disposisi berfikir kritis, regulasi diri, metakognisi
Abstract. Critical-thinking dispositions are integral to drive and maintain students’ use of critical-thinking in their academic and daily life setting. Yet, critical-thinking dispositions have received small attention from researchers. The present study developed and tested a novel strategy aimed to foster three Indonesian Master Students’ critical-thinking dispositions. The strategy represented by a table consisting of a set of critical-thinking criteria and phases of critical-thinking self-regulation. The strategy intended to make explicit and to enhance the students’ metacognition and self-regulation in the process of critical-thinking. Scores retrieved from critical-thinking dispositions scale shows that the intervention successfully increased the overall students’ level of critical-thinking dispositions. The qualitative data from individual interviews revealed some valuable insights about the students’ learning difficulties and that the strategy successfully made students aware of their thinking process and reinforced the students’ metacognition and self-regulation process. The limitation and implication of the strategy are discussed.
Keywords: critical-thinking dispositions, self-regulation, metacognitionDownloads
References
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for Teaching Students to Think Critically:A Meta-Analysis. Review of Educational Research, 85(2), 275-314. doi:10.3102/0034654314551063
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis. Review of Educational Research, 78(4), 1102-1134. doi:10.3102/0034654308326084
Baril, C. P., Cunningham, B. M., Fordham, D. R., Gardner, R. L., & Wolcott, S. K. (1998). Critical thinking in the public accounting profession: aptitudes and attitudes. Journal of Accounting Education, 16(3), 381-406. doi:https://doi.org/10.1016/S0748-5751(98)00023-2
Bereiter, C. (2006). Design research: The way forward. Education Canada, 46(1), 16-19.
Berniz, K., & Miller, A. (2017). English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds. Journal of Pedagogy, 8(2), 101. doi:https://doi.org/10.1515/jped-2017-0011
Buetow, S. (2010). Thematic Analysis and Its Reconceptualization as ‘Saliency Analysis’. Journal of Health Services Research & Policy, 15(2), 123-125. doi:10.1258/jhsrp.2009.009081
Burbach, M. E., Matkin, G. S., & Fritz, S. M. (2004). Teaching critical thinking in an introductory leadership course utilizing active learning strategies: A confirmatory study. College Student Journal, 38(3).
Cargas, S., Williams, S., & Rosenberg, M. (2017). An approach to teaching critical thinking across disciplines using performance tasks with a common rubric. Thinking Skills and Creativity, 26, 24-37. doi:https://doi.org/10.1016/j.tsc.2017.05.005
Cheong, K.-C., Hill, C., Fernandez-Chung, R., & Leong, Y.-C. (2016). Employing the ‘unemployable’: employer perceptions of Malaysian graduates. Studies in Higher Education, 41(12), 2253-2270.
Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design Research: Theoretical and Methodological Issues. Journal of the Learning Sciences, 13(1), 15-42. doi:10.1207/s15327809jls1301_2
Cook, T. D., Campbell, D. T., & Shadish, W. (2002). Experimental and quasi-experimental designs for generalized causal inference: Houghton Mifflin Boston.
David, B., Jelle, T., Michiel, v. A., Theo, d. V., & Milan, R. (2015). Self‐reported confidence in prescribing skills correlates poorly with assessed competence in fourth‐year medical students. The Journal of Clinical Pharmacology, 55(7), 825-830. doi:10.1002/jcph.474
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52. doi:https://doi.org/10.1016/j.tsc.2013.12.004
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report).
Feinberg, I., Greenberg, D., & Frijters, J. (2015). Understanding health information seeking behaviors of adults with low literacy, numeracy, and problem solving skills: Results from the 2012 US PIAAC study: Retrieved from piaacgateway. com website.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906. doi:http://dx.doi.org/10.1037/0003-066X.34.10.906
Fong, C. J., Kim, Y., Davis, C. W., Hoang, T., & Kim, Y. W. (2017). A meta-analysis on critical thinking and community college student achievement. Thinking Skills and Creativity, 26, 71-83. doi:https://doi.org/10.1016/j.tsc.2017.06.002
Furnham, A., & Hughes, D. J. (2014). Myths and Misconceptions in Popular Psychology:Comparing Psychology Students and the General Public. Teaching of Psychology, 41(3), 256-261. doi:10.1177/0098628314537984
Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207-241. doi:https://doi.org/10.1016/j.cedpsych.2004.08.001
Grigorenko, E. L., Jarvin, L., & Sternberg, R. J. (2002). School-Based Tests of the Triarchic Theory of Intelligence: Three Settings, Three Samples, Three Syllabi. Contemporary Educational Psychology, 27(2), 167-208. doi:https://doi.org/10.1006/ceps.2001.1087
Halstead, M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517-529. doi:10.1080/0305006042000284510
Huber, C. R., & Kuncel, N. R. (2016). Does College Teach Critical Thinking? A Meta-Analysis. Review of Educational Research, 86(2), 431-468. doi:10.3102/0034654315605917
Manalo, E., Kusumi, T., Koyasu, M., Michita, Y., & Tanaka, Y. (2015). Do Students from Different Cultures Think Differently about Critical and Other Thinking Skills? In M. Davies & R. Barnett (Eds.), The Palgrave Handbook of Critical Thinking in Higher Education (pp. 299-316). New York: Palgrave Macmillan US.
Marie, K., & Lyndal, D. (2008). What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations. Accounting & Finance, 48(2), 279-300. doi:doi:10.1111/j.1467-629X.2007.00245.x
Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1-13. doi:https://doi.org/10.1016/j.tsc.2010.08.002
McLean, C. P., & Miller, N. A. (2010). Changes in critical thinking skills following a course on science and pseudoscience: A quasi-experimental study. Teaching of Psychology, 37(2), 85-90.
Meletiou-Mavrotheris, M., & Paparistodemou, E. (2015). Developing students’ reasoning about samples and sampling in the context of informal inferences. Educational Studies in Mathematics, 88(3), 385-404.
Niu, L., Behar-Horenstein, L. S., & Garvan, C. W. (2013). Do instructional interventions influence college students’ critical thinking skills? A meta-analysis. Educational Research Review, 9, 114-128. doi:https://doi.org/10.1016/j.edurev.2012.12.002
Samson, P. L. (2016). Critical Thinking in Social Work Education: A Research Synthesis. Journal of Social Work Education, 52(2), 147-156. doi:10.1080/10437797.2016.1151270
Schraw, G. (2001). Promoting General Metacognitive Awareness. In H. J. Hartman (Ed.), Metacognition in Learning and Instruction: Theory, Research and Practice (pp. 3-16). Dordrecht: Springer Netherlands.
Sosu, E. M. (2013). The development and psychometric validation of a Critical Thinking Disposition Scale. Thinking Skills and Creativity, 9, 107-119. doi:https://doi.org/10.1016/j.tsc.2012.09.002
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence: CUP Archive.
Sternberg, R. J. (2001). Why Schools Should Teach for Wisdom: The Balance Theory of Wisdom in Educational Settings. Educational Psychologist, 36(4), 227-245. doi:10.1207/S15326985EP3604_2
Sternberg, R. J. (2015). Still Searching for the Zipperump‐a‐Zoo: A Reflection After 40 Years. Child Development Perspectives, 9(2), 106-110.
Sternberg, R. J., Jarvin, L., Birney, D. P., Naples, A., Stemler, S. E., Newman, T., . . . Grigorenko, E. L. (2014). Testing the theory of successful intelligence in teaching grade 4 language arts, mathematics, and science. Journal of Educational Psychology, 106(3), 881.
Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998). Teaching triarchically improves school achievement. Journal of Educational Psychology, 90(3), 374.
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64-70. doi:10.1207/s15430421tip4102_2
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with Jurnal Ilmiah Psikologi Terapan agree to the following terms:
- For all articles published in Jurnal Ilmiah Psikologi Terapan, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
