Brainstorming as an Effective Learning Strategy to Promote Students’ Critical Thinking Skills

Abstract

Brainstorming as an Effective Learning Strategy to Promote Students' Critical Thinking Skills. Objectives: This study investigates the brainstorming strategy employed by teachers in the classroom to enhance students' critical thinking skills. Methods: This study employed a qualitative research approach conducted in a senior high school consisting of 30 teachers and 4 teachers were selected as the research participants. The data were collected by conducting semi-structured interviews and classroom observations. The data were analyzed descriptively to establish valid and reliable findings. Findings: This study found that teachers intensively used the brainstorming method in enhancing students' critical thinking skills by asking various challenging questions to arouse students' critical skills. Conclusions: the Findings of this study revealed the importance of conducting brainstorming strategies during the learning activities. Moreover, this study implies teachers should utilize the brainstorming method more intensively to develop students' critical thinking skills.

Teaching Techniques for Developing the Learner–centred Approach in the Classroom

“…These teaching techniques focus on the needs of the students and shape the flow of the lesson accordingly in order to meet these needs and interests (Kain, 2003). More specifically, the main advantages of using these teaching techniques in the teaching and learning process are coded as follows (Cimer, 2007;Chaijum, 2020;Grigoriadou et al, 2009;Kaldi et al, 2009aKaldi et al, , 2009bKain, 2003;Lak et al, 2017;Leoudi, 2018;Linsenmeyer, 2021;Louizou et al, 2019;Manesis et al, 2022;Petruţa, 2013;Raluca, 2016;Sakata, 2022;Slavin, 1985Slavin, , 2015Surakarn et al, 2020;Tseng, 2019;Tursunov, 2016;Widiastuti et al, 2022;Yuliani et al, 2019):…”

“…Brainstorming is a collaborative process during which students are invited to recall pre-existing knowledge and perceptions about the topic at hand and to spontaneously and freely express their ideas on the topic. In this way, the learners' involvement in the learning process is developed, and new desires and interests are created, while at the same time, intimacy and cooperation between them are increased, resulting in the improvement of the learning climate and the psychology of the learners (Abedianpour & Omidvari, 2018;Bayati, 2015;Courau, 2000;Widiastuti et al, 2022). However, in addition to the advantages of applying this technique, there may be some disadvantages, such as the brainstorming may degenerate into a display of imagination rather than creative expression, and there is always the possibility that some learners may not participate.…”

“…It is a very useful technique in problem-solving procedures for introducing a new topic/concept, for recalling some topics that students already know and for evaluating the lesson. In implementing brainstorming, the teacher should encourage the participation and creative expression of all students and the collaboration and development of critical thinking and make use of students' experience (Chaijum, 2020;Widiastuti et al, 2022;Yuliani et al, 2019). Key actions of the teacher when implementing brainstorming are (Al Masri, 2019;Bayati, 2015;Grigoriadou et al, 2009): i) to inform the students well in advance about the topic to be discussed so that there is enough time for them to think; ii) to ensure that the students' ideas are easily recorded.…”

“…With this approach, it is no longer the quantity of knowledge that matters, but -above all -the discovery of methods and dynamic ways of approaching learning, as well as the creation of incentives for continuous learning and training. In other words, it promotes experiential learning, interaction, creating conditions for learning and research, while providing opportunities for developing critical thinking and reflection (Edwards, 2015;Fykaris, 2014;Linsenmeyer, 2021;Lombardi et al, 2021;Race, 1999;Takele, 2020;Tseng, 2019;Widiastuti et al, 2022;Yuliani et al, 2019). The learner functions within the group as a planner, together with the teacher, in an effort to approach and master knowledge (Chrysafidis, 2014).…”

Learning loss: Impact of the COVID-19 pandemic on the students’ psychosocial condition

“…Many studies have been conducted related to the impact of the COVID-19 pandemic which mainly found that students may experience learning loss (Cakiroglu, Erdogdu, Kokoc, & Atabay, 2017;Liguori & Winkler, 2020;Rahayu & Wirza, 2020;Widiastuti, Murtini, & Anto, 2022). This study is being conducted to investigate the impact of the COVID-19 pandemic on students' learning.…”