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All Journal Jurnal Pengabdian Multidisiplin Journal of Education Method and Learning Strategy
Upit Yulianti DN
Universitas PGRI Sumatera Barat, Indonesia
Humanities Education Mathematics Public Health Social Sciences Other

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Argumentative Text as a Reflection of Non-Language Students' Critical Thinking Skills Rahayu Fitri; Upit Yulianti DN
Journal of Education Method and Learning Strategy Том 4 № 02 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i02.2386

Abstract

This study aims to analyze the critical thinking skills of non-language students in writing argumentative texts. This study uses mixed method with explanatory sequential design. The subjects of this study were non-language students who participated in argumentative text writing lessons. The research data were obtained through argumentative text writing assignments which were then analyzed based on critical thinking ability indicators. The results showed that the critical thinking ability of non-language students in writing argumentative texts was in the high category with an average score of 69,88. In general, students were able to convey claims clearly, provide relevant reasons, and present supporting data or evidence to support their arguments. Students also demonstrated the ability to connect arguments logically and draw conclusions that were in accordance with the discussion. However, some students still experienced difficulties in developing stronger evidence and considering other points of view more deeply. Based on these findings, it can be concluded that argumentative texts can be an effective medium for measuring and developing students' critical thinking skills. Therefore, learning to write argumentative texts needs to be continuously developed with strategies that encourage students to express arguments logically, supported by relevant data, and consider various points of view on a problem. This study contributes to the field of language and literacy education by demonstrating that critical thinking skills can be systematically identified through the analysis of argumentative texts produced by students from non-language disciplines. Unlike previous studies that predominantly focus on language learners, this research provides empirical insights into how argumentative writing reflects critical thinking processes among non-language students, thereby expanding the scope of critical thinking assessment in higher education.
Pelatihan Penulisan Teks Laporan Hasil Observasi sebagai Upaya Menumbuhkan Kemampuan Berpikir Kritis Siswa Rahayu Fitri; Upit Yulianti DN; Trisna Helda; Yulia Sri Hartati; Samsiarni
Jurnal Pengabdian Multidisiplin Vol. 6 No. 2 (2026): Jurnal Pengabdian Multidisiplin
Publisher : Kuras Institute & Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026062062000

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan menulis teks laporan hasil observasi sekaligus menumbuhkan kemampuan berpikir kritis siswa kelas VIII SMP Negeri 4 2x11 Kayutanam. Permasalahan yang melatarbelakangi kegiatan ini adalah rendahnya kemampuan siswa dalam menyusun laporan secara sistematis, penggunaan bahasa yang kurang tepat, serta belum optimalnya kemampuan berpikir kritis dalam menganalisis hasil pengamatan. Metode yang digunakan adalah pelatihan partisipatif yang dipadukan dengan pendampingan langsung melalui beberapa tahapan, yaitu sosialisasi, pelatihan, serta evaluasi. Kegiatan pelatihan meliputi pengenalan konsep, analisis contoh teks, pemutaran video pembelajaran, observasi langsung di lingkungan sekolah, penulisan laporan, serta refleksi. Hasil kegiatan menunjukkan adanya peningkatan keterampilan menulis teks laporan hasil observasi yang signifikan, ditandai dengan kenaikan rata-rata skor dari 68,5 pada pretest menjadi 80 pada posttest (peningkatan 16,8%). Selain itu, kemampuan berpikir kritis siswa juga mengalami peningkatan, dengan rata-rata skor meningkat dari 66,8 menjadi 78,8 (peningkatan 17,96%). Hasil ini menunjukkan bahwa pelatihan penulisan teks laporan hasil observasi efektif dalam meningkatkan keterampilan menulis sekaligus mengembangkan kemampuan berpikir kritis siswa. Kegiatan berbasis observasi langsung memberikan pengalaman belajar yang kontekstual dan bermakna sehingga mampu mendorong siswa untuk berpikir lebih sistematis, logis, dan objektif. Dengan demikian, pelatihan ini dapat menjadi alternatif strategi pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa di tingkat SMP.
Co-Authors Rahayu Fitri Samsiarni Trisna Helda Yulia Sri Hartati