Development of mass media text-based instructional materials to improve critical reading skills of university students

Sultan, Sultan; Rofi'uddin, Ahmad; Nurhadi, Nurhadi; Priyatni, Endah Tri

doi:10.15823/p.2018.32

Cited by 7 publications

(5 citation statements)

References 19 publications

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“…Critical reading is an activity to express ideas, draw conclusions, predict goals, analyze arguments, find different points of view, and evaluate ideas from written texts (Priyatni & Nurhadi, 2017;Zintz & Maggart, 1984). Critical reading contains not only the activity of understanding a text but also the activity to determine whether the information in the text is true or false and to assess the knowledge and opinions contained in the text (Sultan et al, 2017b(Sultan et al, , 2018. The main objectives of critical reading activities are to evaluate information from various points of view, including logical, rhetorical, historical, ethical, social, and personal perspectives (Wheeler, 2013), and discover new interpretations of texts (Asilioglu, 2008).…”

Section: The Element Of Critical-creative Readingmentioning

confidence: 99%

The Development of a Critical–Creative Reading Assessment Based on Problem Solving

Priyatni

Martutik

2020

Sage Open

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The ability to think critically and creatively is essential for students to help them thrive in the 21st century. Creative and critical thinking can be measured through problem solving because the assessment contains tasks that require students to find problems, analyze and evaluate problems, and work out the solutions. Therefore, this study was designed to develop a critical and creative reading assessment model based on problem solving and test the validity and reliability of the assessment. The assessment contained problem-solving essay tests that were presented in the form of stories. The material stimulus was news item texts that focused on social problems. The data collected were in the form of mean scores of expert validity testing and practitioner inter-rater reliability testing. The assessment was tried out to 36 students. The validity of the instrument was analyzed descriptively, while the reliability of the instrument was analyzed using analysis of variance (ANOVA) and intraclass correlation coefficients (ICCs) with SPSS 26. The results of the study indicated that the mean score of the expert validity test was categorized high (3.74), and the result of the reliability test showed that there was no difference in the inter-rater assessment because p > .05 and the ICC obtained was excellent ( rxx = .716). It can be concluded that the assessment developed in this study was valid and reliable, and thus can be used as an assessment to improve the critical–creative reading skills which are the essential skills needed to survive and thrive in the 21st century.

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Section: The Element Of Critical-creative Readingmentioning

confidence: 99%

The Development of a Critical–Creative Reading Assessment Based on Problem Solving

Priyatni

Martutik

2020

Sage Open

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“…Amongst others, there is evidence of the effectiveness of debates or lecture discussions in fostering critical thinking [11][12][13][14][15][16][17][18][19]. In addition, other studies analyze the advantages of applying the following methodologies: Project-based learning [13,20,21], simulations and practices in real contexts [22,23], service learning, in which students are exposed to authentic or situated problems [24][25][26], doing research [27], problem-based learning [28][29][30][31][32], cooperative learning [13,33], case studies or scenarios [34,35], feedback and assessment [13,36], roleplaying [13], reading [37], analyzing and synthesis of resources [38], writing assignments, essays or reports [18,39,40], conceptual and argument maps [31,41], oral presentations [18], flipped classroom [42], and master classes/storytelling [18].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Methodologies for Fostering Critical Thinking Skills from University Students’ Points of View

et al. 2023

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Developing critical thinking skills appears to be a challenge for higher education institutions. However, little is known about the students’ points of view regarding the methodologies they consider to foster the development of this competence. To answer this question, a total of 263 Spanish university students participated in this study and were asked what they understood by critical thinking and the methodologies they considered to be the most effective for developing it. The results indicated that, based on students’ points of view, there were six methodologies that mainly contributed to developing critical thinking: Debates, project-based learning, practices in real contexts, doing research, cooperative learning, and case studies. These results were unanimous regardless of the student’s understanding of critical thinking: Analyzing/organizing, reasoning/arguing, questioning/asking oneself, evaluating, taking a position/taking a decision, compromising/acting. These findings have important theoretical and practical implications for teachers and educational institutions in relation to the development of critical thinking in higher education.

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“…An inquiry into the philosophy that influences critical reading (Farieta & Delprato, 2024). Increasing critical reading skills by developing mass media-based learning (Sultan et al, 2018). Contribution of Metacognitive Inference Activities in Critical Reading (Hashimoto et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Critical Discourse Analysis (Cda) on Enhancing 21st Century Teachers’ Critical Reading Abilities

Sari,

Santoso,

Roekhan

et al. 2024

ERJEE

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This research aims to investigate the relationship between critical reading abilities and critical discourse analysis (CDA) competencies among future 21st century educators, emphasizing the critical necessity for these educators to possess such skills in today's demanding educational landscape. A sample of 70 prospective teachers was analyzed to determine the interconnection between their abilities in critical reading abilities and CDA, with an exploration into how one skill may influence the other. Additionally, the study examines the role of cognitive style—specifically, field-independent and field-dependent thinking—as a moderating factor in this relationship. Findings indicate a significant positive impact of CDA capabilities on critical reading abilities, suggesting that proficiency in analyzing discourse critically enhances one's ability to read with a critical eye. Furthermore, the study reveals no significant difference in CDA and critical reading abilities between participants categorized as field-independent thinkers versus those identified as field-dependent thinkers. These outcomes highlight the need for further research to explore additional factors that may affect the development of critical reading and discourse analysis skills. The study concludes with a call for educational strategies that integrate both critical reading and CDA competencies, considering the varied cognitive styles of learners.

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Development of mass media text-based instructional materials to improve critical reading skills of university students

Cited by 7 publications

References 19 publications

The Development of a Critical–Creative Reading Assessment Based on Problem Solving

The Development of a Critical–Creative Reading Assessment Based on Problem Solving

Methodologies for Fostering Critical Thinking Skills from University Students’ Points of View

Exploring the Impact of Critical Discourse Analysis (Cda) on Enhancing 21st Century Teachers’ Critical Reading Abilities

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