Critical Thinking Patterns of First-Year Students in Argumentative Essay

Abstract

This study aimed to find out the critical thinking patterns of students in the argumentative essay, explain and explore students' arguments that contain critical elements. This study used the content analysis method. Data was obtained from argumentative essays written by first-year students of Brawijaya University who took Indonesian Language courses. The total of data was 90 posts. Data collection was done by assignments and interviews. Data was analyzed using data analysis procedures from Cresswel of six stage is preparing and organizing, data exploration, using code, representing findings, interpretations, and validate the accuracy of the findings. Three critical thinking patterns were found in the student's essay, namely pattern I (Inference-Evaluation), and pattern II (Analysis-Evaluation), pattern III (Interpretation-Evaluation). In pattern two, there were four pattern variations while there was only one pattern in patterns I and III. The results of this study indicated that students' critical thinking patterns were oriented towards analytic thinking, namely analyzing various phenomena by revealing evidence and reasons to draw logical conclusions. The pattern found can be used as a reference for writing lecturers in developing students' critical thinking skills in higher education.

The Effect of Experiential Learning Models on High School Students Learning Scores and Disaster Countermeasures Education Abilities

“…The creativity of students in learning is still low, which makes them difficult when making reports or good scientific work (Baidowi et al, 2015). For this reason, experiential learning models need to be applied to improve the ability to think creatively and think critically in making scientific reports because experiential learning is included in scientific learning (Kurniawan et al, 2019;Marni et al, 2019;Nurhasanah et al, 2017;Sari et al, 2019). Experiential learning is learning that is carried out within a certain period in order to take concrete action (Sumarmi, 2015).…”

“…Life experience of a tidal flood disaster is often experienced by students on the coast of Madura Island, Indonesia. The application of experiential learning model has been carried out by various previous researchers, application in the fields of biology, urban planning and economics (Ives-Dewey, 2009;Kotval, 2003), digital game-based learning (Kiili, 2005), learning of health informatics and bioinformatics (Ankem et al, 2019;Mallawaarachchi et al, 2018), learning promotes healthy brain development in children (Steele & Neimann, 2020), tradition, culture and history of Norwegians (Løvoll, 2019), influential in improving reading comprehension and ability to recognize vocabulary (Syafrizal et al, 2019), enhance critical thinking skills (Marni et al, 2019;Nurhasanah et al, 2017;Sari et al, 2019), learning achievement and care for the environment (Irfianti et al, 2016;Purnomo, 2015;Suryani et al, 2014;Trinugroho, 2017). However, the application of experiential learning models that examine the acquisition of student learning values and abilities in disaster countermeasures education has not been much studied by previous researchers.…”

Using of Spatial Problem Based Learning (SPBL) model in geography education for developing critical thinking skills

“…It seems that the syntax of the SPBL directs students to solve problems from experience and scientific investigation on a spatial basis (Silviariza & Handoyo 2020). The scientific syntax can stimulate students' critical thinking skills (Halim, Mohtar, 2015;Marni et al 2019;Shaughnessy et al 2017). Therefore, applying an interactive SPBL model can provide scientific learning experiences to students in solving problems by paying attention to space.…”

Identifikasi Kemampuan Berpikir Kritis Dalam Memecahkan Masalah Matematika

“…Untuk alasan ini, kemampuan berpikir kritis adalah persyaratan penting untuk melanjutkan pendidikan tinggi (As'ari, 2014). Selain itu, masyarakat telah menganggap kemampuan berpikir kritis sebagai aktivitas intelektual tertinggi yang digunakan dalam pengambilan keputusan (Ku, 2009;Howie, 2011;Wongsila & Yuenyong, 2019;Marni et al, 2019).…”