TEACHER'S WAY TO FOSTER CRITICAL THINKING IN THE CLASSROOM

• Main Author: Apsari, Ni Putu Ayu Nopta (Author)
• Format: Book
• Published: 2016-10-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/26655/1/S_ING_1200303_Title.pdf; http://repository.upi.edu/26655/2/S_ING_1200303_Abstract.pdf; http://repository.upi.edu/26655/3/S_ING_1200303_Table_of_Content.pdf; http://repository.upi.edu/26655/4/S_ING_1200303_Chapter%201.pdf; http://repository.upi.edu/26655/5/S_ING_1200303_Chapter%202.pdf; http://repository.upi.edu/26655/6/S_ING_1200303_Chapter%203.pdf; http://repository.upi.edu/26655/7/S_ING_1200303_Chapter%204.pdf; http://repository.upi.edu/26655/8/S_ING_1200303_Chapter%205.pdf; http://repository.upi.edu/26655/9/S_ING_1200303_Bibliography.pdf; http://repository.upi.edu/26655/10/S_ING_1200303_Appendix.pdf
• Keywords: LB Theory and practice of education; PE English

This study describes the way teacher fosters critical thinking in the classroom when teaching argumentative essay at Senior High School level. It aims to understand and describe the way teacher fosters critical thinking in the classroom when teaching argumentative genre at the Senior High School level. A qualitative case study was employed as a research design in this study. The data were collected through several instruments namely observation and interview which were then analysed using the theory of critical thinking approach by Ennis (1992 as in Emilia, 2005), teaching stages suggested by Emilia (2005) and the critical thinking cues instruction suggested by Paul & Elder (2007) and Bloom (1956). The result of the study revealed that approach used by the teacher to foster critical thinking in students is infusion approach. Furthermore, the teacher only provides three of four teaching stages suggested by Emilia (2005). The teacher had infused critical thinking in the classroom mainly through question-answer process or from her instruction when teaching argumentative essay. The teacher only provide three categories of Paul & Elder's (2007) critical instruction and four categories of Bloom's (1956) critical cues.;--- Penelitian ini mengambarkan cara guru membina berpikir kritis in dalam kelas ketika mengajarkan esai argumentative di tingkat SMA. Penelitian ini bertujuan untuk memahami dan menggambarkan cara guru membina berpikir kritis di dalam kelas ketika mengajarkan esai argumentatif di tingkat SMA. Studi kasus kualitatif digunakan sebagai desain penelitian dalam penelitian ini. Pengumpulan data dilakukan melalui beberapa instrumen yaitu observasi dan interview yang kemudian di analisis menggunakan teori pendekatan berpikir kritis oleh Ennis (1992, sebagaimana dalam Emilia, 2005), tahapan pembelajaran yang disarankan oleh Emilia (2005), dan panduan intruksi berpikir kritis dari Paul & Elder (2007) dan dari Bloom (1956). Hasil penelitian menunjukkan bahwa pendekatan yang digunakan oleh guru untuk membina berpikir kritis pada siswa adalah pendekatan infusion. Selanjutnya, guru hanya melaksanakan tiga dari empat tahapan pembelajaran yang disarankan oleh Emilia (2005). Guru telah menginfusi berpikir kritis di dalam kelas melalui proses tanya-jawab atau dapat dikatakan melalui instruksi yang diberikan ketika mengajarkan esai argumentatif. Guru hanya mengaplikasikan tiga kategori instruksi berpikir kritis dari Paul & Elder (2007) dan empat kategori instruksi berpikir kritis dari Bloom (1956).