Kemampuan Berpikir Kritis Siswa Melalui Analisis Sastra

Abstract

Student Critical Thinking Skills Through Literary Analysis ABSTRAKMelalui analisis sastra, siswa dapat memperoleh keterampilan berpikir kritis. Sastra merupakan salah satu cabang seni yang mengalami proses pertumbuhan sejalan dengan perjalanan waktu dan perkembangan pikiran masyarakat. Literatur dalam proses belajar mengajar dapat menciptakan keterampilan berpikir kritis. Siswa akan berlatih mengungkapkan pendapat, menyimpulkan, menjelaskan hubungan sebab-akibat, membandingkan fakta, dan menerapkan ide-ide yang mereka peroleh dari literatur ke situasi baru. Penelitian ini menggunakan deskriptif kuantitatif. Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana proses belajar mengajar analisis sastra memicu keterampilan berpikir kritis siswa. Sampel penelitian ini adalah mahasiswa Program Studi Pendidikan Bahasa Inggris angkatan 2018 yang telah mengambil kelas literary analysis. Data penelitian diperoleh dari observasi pelaksanaan kelas literary analysis dan kuesioner berdasarkan indikator berpikir kritis. Hasil penelitian menunjukkan pelaksanaan pembelajaran literar analysis di kelas melalui lembar observasi telah berjalan dengan baik. Berdasarkan hasil analisis ditemukan bahwa siswa melakukan 80% dari indikator keterampilan berpikir kritis. Selain itu, menganalisis karya sastra dapat memicu siswa untuk berpikir kritis ke level HOTS (High Order Thinking Skills) karena siswa telah memasuki tahap keenam dalam urutan berpikir kritis yaitu “Creating” yang menghasilkan sebuah makalah terkait analisis karya sastra menggunakan berbagai pendekatan.Kata kunci: Kemampuan berfikir kritis, analisis sastra, pendekatanABSTRACTThrough literary analysis, students can obtain critical thinking skills. Literature is a branch of art that undergoes a growth process in line with the passage of time and the development of people's minds. Having literature in the teaching and learning process can create critical thinking skills. Students will practice expressing opinions, concluding, explaining cause-and-effect relationships, comparing facts, and applying the ideas they have gained from literature to new situations. This research applied descriptive quantitative. The objective of the study is to figure out whether the process of literary analysis teaching and learning triggers students’ critical thinking skills. The sample of this study is students of English Language Education Study Program batch 2018 that have taken literary analysis class. The research data was obtained from observation of implementation of literary analysis class and questioners based on critical thinking indicators. The research findings showed that the implementation of literary analysis learning in the classroom through observation sheets has been going well. Based on analysis results, it is found that students conduct 80% of the critical thinking skills indicators. In addition, analyzing literary works can trigger students to think critically to the level of HOTS (High Order Thinking Skills) because students have entered stage 6 in the critical thinking sequence, namely "Creating" which results in a paper related to the analysis of literary works using various approaches.Keyword: Critical Thinking Skills, Literary Analysis, Approach

Morphosemantic Analysis Skills Among Digital Native Non-Arabic Speakers

“…The analysis was conducted by examining the overall average score of each aspect, starting from the highest to the lowest. According to Santoso in Ramadhana et al (2022), to understand the pattern of answers and phenomena observed from respondents, a percentage analysis was carried out using a certain formula. The percentage formula used is as follows: The criteria and percentage score of the Arabic morphosemantic ability test answers can be seen in Table 1.…”