Promoting Indonesian EFL Students’ Critical Thinking Skills through Reflective Learning
DOI:
https://doi.org/10.26740/jp.v9n1.p1-9Keywords:
High order thinking skills, Reflection, University levelAbstract
Reflective learning is used to improve writing skills, and track the learning process regarding what students understand and what they do not understand. However, little research has explored the impact of reflective learning on students' critical thinking, especially in higher education. This study aims to fills the gap by exploring Indonesian EFL students in the seventh semester of using reflective learning in improving critical thinking skills and identifying their development of critical thinking skills through reflective learning. Questionnaires and students’ reflective learning are provided for data collection. The result reveal that from the questionnaire, reflective learning has an impact on students' critical thinking of 79.99%. Furthermore, it is also found that from students’ reflective learning participated in this study employed three development of critical thinking skills: 1) identify the strength, 2) recognize the weaknesses, and 3) find out the solution. Finding suggest that strategic use of reflective learning may enhance EFL critical thinking skills as well as maximize the achievement of their learning goals.
References
Aein, F., Hosseini, R., Naseh, L., Safdari, F., & Banaian, S. (2020). The effect of problem-solving-based interprofessional learning on critical thinking and satisfaction with learning of nursing and midwifery students. Journal of Education and Health Promotion, 9(1), 109. https://doi.org/10.4103/jehp.jehp_640_19
Ahmed, A. M. (2020). From reluctance to addiction: the impact of reflective journals on Qatari undergraduate students’ learning. Reflective Practice, 21(2), 251–270. https://doi.org/10.1080/14623943.2020.1735328
Akhmetova, G. Y., & Khaliullina, L. R. (2023). Reflective writing in social sciences: challenges and opportunities for medical students. Reflective Practice, 24(6), 693–706. https://doi.org/10.1080/14623943.2023.2237447
Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2172929
Alt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education. Reflective Practice, 21(2), 145–158. https://doi.org/10.1080/14623943.2020.1716708
Barnes, C. A. (1992). Critical thinking: educational imperative. Jossey-Bass.
Bower, L. L. (2003). Student Reflection and Critical Thinking: A Rhetorical Analysis of 88 Portfolio Cover Letters. Journal of Basic Writing, 22(2), 47–66. https://doi.org/10.37514/JBW-J.2003.22.2.04
Braun, V., & Clarke, V. (2006). Using thematic analysis psychology. Qualitative Research in Psychology, 3(2), 77-101
Dao, P., Chi Nguyen, M. X. N., & Chi, D.-N. (2021). Reflective learning practice for promoting adolescent EFL learners’ attention to form. Innovation in Language Learning and Teaching, 15(3), 247–262. https://doi.org/10.1080/17501229.2020.1766467
Dolapcioglu, S., & Doğanay, A. (2022). Development of critical thinking in mathematics classes via authentic learning: an action research. International Journal of Mathematical Education in Science and Technology, 53(6), 1363–1386. https://doi.org/10.1080/0020739X.2020.1819573
Draissi, Z., BaoHui, Z., & ZhanYong, Q. (2021). Reflective journals: enhancing doctoral students’ engagement. Reflective Practice, 22(3), 381–399. https://doi.org/10.1080/14623943.2021.1893166
Facione, N. C., & Facione, P. A. (1996). Critical thinking; A statement of expert consensus for purposes of educational assessment and instruction.
Farrah, M. (2012). Reflective Journal Writing as an Effective Technique in the Writing Process. An-Najah University Journal for Research - B (Humanities), 26(4), 997–1025. https://doi.org/10.35552/0247-026-004-008
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92
Fullana, J., Pallisera, M., Colomer, J., Fernández Peña, R., & Pérez-Burriel, M. (2016). Reflective learning in higher education: a qualitative study on students’ perceptions. Studies in Higher Education, 41(6), 1008–1022. https://doi.org/10.1080/03075079.2014.950563
Gray, D. E. (2007). Facilitating Management Learning: Developing critical reflection through reflective tools. Management Learning, 38(5), 495–517. https://doi.org/10.1177/1350507607083204
Heath, H. (1998). Keeping a reflective practicediary: a practical guide. Nurse Education Today, 18(7), 592–598. https://doi.org/10.1016/S0260-6917(98)80010-5
Iskandar. (2009). Metodologi penelitian kualitatif (1st ed.). Gaung Persada Press.
Knobloch, N. A. (2003). Is Experiential Learning Authentic? Journal of Agricultural Education, 44(4), 22–34. https://doi.org/10.5032/jae.2003.04022
Miles, M., & Huberman, A. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
Moon, J. (2004). A handbook of reflective and experiential learning: Theory and practice. Routledge Falmer.
Or, P. (2018). Reflective journal writing of undergraduate students enrolled in sex education in Hong Kong. Reflective Practice, 19(5), 599–608. https://doi.org/10.1080/14623943.2018.1538950
Raber Hedberg, P. (2009). Learning Through Reflective Classroom Practice. Journal of Management Education, 33(1), 10–36. https://doi.org/10.1177/1052562908316714
Radnor, H. A. (2001). Researching your professional practice. Open University Press.
Saputro, A. D., & Prodjosantoso, A. K. (2018). Promoting Critical Thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL). International Journal of Instruction, 11(4), 777–794. https://doi.org/doi.org/10.12973/iji.2018.11449a
Schwartz, A. E. (2006). Learning math takes attitude, perseverance, and courage. The Education Digest, 71(7), 50–54.
Shehadeh, A. (2001). Self- and Other-Initiated Modified Output during Task-Based Interaction. TESOL Quarterly, 35(3), 433–457. https://doi.org/10.2307/3588030
Silverman, D. (2001). Interpreting qualitative data: Methods for analysing talk, text and interaction (2nd ed.). SAGE Publications.
Sugiyono. (2008). Metode Penelitian Kuantitatif Kualitatif dan R&D. ALFABETA.
Suh, J. (2010). Leveraging cognitive technology tools to expand opportunities for critical thinking in elementary mathematics. Journal of Computers in Mathematics and Science Teaching, 29(3), 289–302.
Szabo, Z., & Schwartz, J. (2011). Learning methods for teacher education: the use of online discussions to improve critical thinking. Technology, Pedagogy and Education, 20(1), 79–94. https://doi.org/10.1080/1475939X.2010.534866
Tan, S. Y. (2021). Reflective learning? Understanding the student perspective in higher education. Educational Research, 63(2), 229–243. https://doi.org/10.1080/00131881.2021.1917303
Tican, C., & Taspinar, M. (2015). The Effects of Reflective Thinking-based Teaching Activities on Pre-service Teachers’ Reflective Thinking Skills, Critical Thinking Skills, Democratic Attitudes, and Academic Achievement. The Anthropologist, 20(1–2), 111–120. https://doi.org/10.1080/09720073.2015.11891730
Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Søyland, T. B., Wallin, P., & Reams, J. (2020). Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development. International Journal for Academic Development, 25(2), 147–161. https://doi.org/10.1080/1360144X.2019.1659797
Wedelin, D., & Adawi, T. (2014). Teaching Mathematical Modelling and Problem Solving - A Cognitive Apprenticeship Approach to Mathematics and Engineering Education. International Journal of Engineering Pedagogy (IJEP), 4(5), 49–55. https://doi.org/10.3991/ijep.v4i5.3555
Whitten, D., & Brahmasrene, T. (2011). Predictors of critical thinking skills of incoming business students. Academy of Educational Leadership Journal, 15, 1–13.
Yang, M. (2015). Promoting self-sustained learning in higher education: the ISEE framework. Teaching in Higher Education, 20(6), 601–613. https://doi.org/10.1080/13562517.2015.1052785
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan (Teori dan Praktik) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract views: 33
,
PDF Downloads: 21
