Critical Thiking Edit 09nov07

8/12/2019 Critical Thiking Edit 09nov07

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INTRODUCTION

Inquisitiveness

& scepticism

THINKINGSKILLS DECISION MAKING

PROBLEM SOLVING

PASSIVE

NOT CRITICAL

CRITICAL

THINKING



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



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)





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)



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)



SYARAT-SYARAT PEMIKIR

KRITIS

• Mencari topik

• Memikirkan topik

• Mencari dan menggali informasi• Bertanya mengenai informasi tersebut

• Mengorganisasikan (how…?)

• Menunjukkan atau mengungkapkankembali



SYARAT-SYARAT PEMIKIR

KRITIS

• Memiliki pola pikir

• Berpikir efektif

• Open minded• Berpikir secara objektif: fakta dan

bukti/referensi



Features of Critical Thinking

• Skepticism• Questioning of assumptions of

arguments

• Operational definitions• Caution in using correlational

evidence

• Alternative interpretations

• No oversimplification

• No overgeneralization



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.



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



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



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





Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Creative Thinking Critical Thinking

Comparing Bloom’s Taxonomy

to Critical Thinking



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.





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



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



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




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




Critical Thinker

• Mampu mendengar secara kritis

perndapat orang lain serta memberi

feedback• Mampu menunda penilaian sampai

fakta yang benar diperoleh dan

dipertimbangkan



Ch ll d B i t



Challenges and Barriers to

Teaching CT

• Rigidity, inflexibility

• Lack of confidence

• Dogmatic, assertive behavior• Inability to concentrate

• Unwillingness to think

(Raths, et al., 1986)



Teaching Critical Thinking

• Working Model of Thinking Process – Description

– Selection

– Representation – Inference

– Synthesis

– Verification(Donald, 2002)

T hi CT R fl ti



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



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





• 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





• 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





• 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





• Logic

– Does this really make sense?

– Does that follow from what you said?

– How does that follow?

(Elder & Paul)



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



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)





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




• 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




• Require student journals• Ask students to free write and

brainstorm

Documents

Critical Thiking Edit 09nov07