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8/12/2019 Critical Thiking Edit 09nov07
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8/12/2019 Critical Thiking Edit 09nov07
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INTRODUCTION
Inquisitiveness
& scepticism
THINKINGSKILLS DECISION MAKING
PROBLEM SOLVING
PASSIVE
NOT CRITICAL
CRITICAL
THINKING
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CONCEPTUAL FRAMEWORK
CRITICAL
THINKING
EVALUATION
OF THOUGHT
FRAME WORK
OF ANALYSIS
THINKING SKILLS
STATE OF DISEQUILLIBRIUM
RENOVATION of MENTAL STRUCTURE
Decision making
Problem solving
Creativity
CTQL
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EMPIRICAL STUDIES
• Ketrampilan berpikir meningkatkan kemampuanseseorang untuk membuat argumen(Hermstein,et.al., 1986)
• Ketrampilan berpikir meningkatkan kemampuan
untuk mengevaluasi dan menyelesaikan konflik(Block, 1985)
• Berpikir kritis meningkatkan kemampuanpenyelesaian masalah ( Schoenfeld & Hermann,1982)
•
Berpikir kritis meningkatkan kemampuan untukmengembangkan pengetahuan pada dunia nyata
• (Lehman & Nisbett, 1990)
• Critical thinking improve the quality of DecisionMaking (Dewajani, 2000)
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What is Critical Thinking?
• CT adalah penerapan pemikiran
rasional dengan menggunakan higher
order thinking skills seperti analisis,
sintesis, pengenalan masalah danpenyelesaian masalah, serta evaluasi
(Angelo, 1995)
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What is Critical Thinking?
• CT merupakan aktivitas produktif danpositif. Bukan aktivitas antisosial.
Saat seseorang berpikir kritis dia
akan sadar akan adanya perbedaannilai, perilaku, struktur sosial dan
bentuk artisitik yang ada di dunia. CT
adalah proses bukan hasil
(Brookfield, 1987)
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SYARAT-SYARAT PEMIKIR
KRITIS
• Mencari topik
• Memikirkan topik
• Mencari dan menggali informasi• Bertanya mengenai informasi tersebut
• Mengorganisasikan (how…?)
• Menunjukkan atau mengungkapkankembali
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SYARAT-SYARAT PEMIKIR
KRITIS
• Memiliki pola pikir
• Berpikir efektif
• Open minded• Berpikir secara objektif: fakta dan
bukti/referensi
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Features of Critical Thinking
• Skepticism• Questioning of assumptions of
arguments
• Operational definitions• Caution in using correlational
evidence
• Alternative interpretations
• No oversimplification
• No overgeneralization
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A List of Processes - 1
(per A. Aarons, 1985)1. Secara sadar membuat pertanyaan
2. Sadar akan adanya gap informasi
yang muncul3. Mampu membedakan antara proses
pengamatan dan pengambilankeputusan, antara fakta dan
penilaian4. Mengenali bahwa kata dan kalimat
adalah suatu simbol ide, bukan ide
itu sendiri.
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A List of Processes - 2
5. Menggali asumsi-asumsi yang mungkinmuncul
6. Secara tepat mengambil kesimpulanberdasarkan data
7. Melakukan penalaran yang bersifathipotesis-deductif
8. Menguji hubungan penalaran yangmuncul
9. Menyadari penalaran yang dihasilkan
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Operational Procedures of
Critical Thinking - 1
• Identifying keydefinitions
• Identifying ambiguity
• Identifying variables
• Formulating questions• Defining issue or
problem
• Classifying information
• Sequencinginformation
• Recognizing patterns
• Determining credibility
• Distinguishing fact fromopinion
• Identifying assumptions
• Identifying values
• Noting missing evidence• Identifying relationships
– Comparing &
contrasting
– Cause and effect
• Summarizing
information
• Using analogies
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Operational Procedures of
Critical Thinking - 2
• Predicting trends from
data
• Predicting outcomes
based upon evidence
• Translating between
verbal and symbolic
• Identifying conclusions
• Identifying errors inreasoning such as:
– Logical fallacies
– Errors in statistical
reasoning – Alternative
conclusions that
satisfy evidence
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Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Creative Thinking Critical Thinking
Comparing Bloom’s Taxonomy
to Critical Thinking
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Comparing Bloom’s Taxonomy
to Critical Thinking
Huitt’s (1992) classification of problem-solving
techniques:
• Critical thinking--linear and serial, more
structured, more rational and analytical,
and more goal-oriented
• Creative thinking--holistic and parallel,
more emotional and intuitive, morecreative, more visual, and more tactual/
kinesthetic
Huitt, W. (1992). Problem solving and decision making: Consideration of
individual differences using the Myers-Briggs Type Indicator. Journal ofPs cholo ical T e 24 33-44.
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What is CTQL
• Question List that is developedfrom a generic Question and canstimutale the presence of
certain thinking skills, such as : Identification
Comparison
Analysis & Synthesis Evaluation
Prediction
Application
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EXAMPLES OF CTQL
GENERIC QUESTIONS Thinking SkillsInduced
What could ...be used to...? Application
What would happen if....? Prediction/Hypothesizing
What are the impliccation of...? Analysis/Inference
What is....analogous to...? Identification
How are the.....and...similar? Comparison
What is the best...and Why...? Evaluation
What are the possible solution for..? Synthesis
How do you think...would see the
issue of....?
Taking other
perspectives
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Characteristics of an Effective
Critical Thinker
• Mampu menanyakan pertanyaan
secara kritis
• Menilai pernyataan dan argumen• Mampu untuk mengakui kekurangan
pemahaman ataupun informasi
• Memiliki rasa keingin tahuan
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Characteristics of an Effective
Critical Thinker
• Mampu untuk menunjukkan secara
jelas kriteria yang digunakan untuk
menganalisa ide• Mau untuk menguji keyakinan, asumsi
dan opini serta menimbang fakta yang
ada• Selalu mencari bukti
• Menguji permasalahan secara detail
Ch i i f Eff i
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Characteristics of an Effective
Critical Thinker
• Mampu mendengar secara kritis
perndapat orang lain serta memberi
feedback• Mampu menunda penilaian sampai
fakta yang benar diperoleh dan
dipertimbangkan
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Ch ll d B i t
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Challenges and Barriers to
Teaching CT
• Rigidity, inflexibility
• Lack of confidence
• Dogmatic, assertive behavior• Inability to concentrate
• Unwillingness to think
(Raths, et al., 1986)
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Teaching Critical Thinking
• Working Model of Thinking Process – Description
– Selection
– Representation – Inference
– Synthesis
– Verification(Donald, 2002)
T hi CT R fl ti
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Teaching CT: Reflective
Thinking Model
• Define the Problem
• Analyze the Problem
• Establish Criteria for Solutions
• Generate Possible Solutions
• Select the Best Solution
(Dewey, 1910)
T hi CT U i l
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Teaching CT: Universal
Intellectual Standards
• Clarity
– Could you elaborate further on this
point? Could you give me an example?• Accuracy
– Is that really true? How could we check
that? How could we find out if it is true?
T hi CT U i l
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Teaching CT: Universal
Intellectual Standards
• Precision
– Could you give more details?
– Could you be more specific?
• Relevance
– How is that connected to the question?
– How does that bear on the issue?
T hi CT U i l
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Teaching CT: Universal
Intellectual Standards
• Depth
– How does your answer address the
complexities of the situation or question?
– How are you taking into account theproblem inherent in the situation?
– Is your answer focusing on the most
significant factors?
T hi CT U i l
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Teaching CT: Universal
Intellectual Standards
• Breadth
– Do we need to consider another point of
view?
– Is there another way to look at thisquestion?
– What would this look like from a
conservative standpoint?
T hi CT U i l
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Teaching CT: Universal
Intellectual Standards
• Logic
– Does this really make sense?
– Does that follow from what you said?
– How does that follow?
(Elder & Paul)
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Teacher Strategies
• Motivate students to learn CT• Create conducive classroom
atmosphere
• Use real problems and issues• Affirm students’ self worth
• Listen attentively
• Show support for student efforts
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Teacher Strategies
• Reflect and mirror CT ideas• Regularly evaluate student progress
• Help students create networks
• Be critical teachers
• Learn how your students learn
• Model critical thinking
(Brookfield, 1987)
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Instructional Strategies
• Provide quiet, reflective time• Require writing assignments
• Design tests that require higher order
thinking, such as essay test withproblem-oriented questions
• Use classroom assessment
techniques
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Instructional Strategies
• Ask students to write down questionson lecture content
• Write down specific questions after
lecture to be discussed in smallgroups
• Use simulations
• Employ teacher-guided discussion
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Instructional Strategies
• Require student journals• Ask students to free write and
brainstorm