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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Language Teaching and Education
Octavia Kusuma Wardani, Diah
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Modeling the Interrelationships of Critical Thinking Skills-Dispositions in Questioning Skills of Preservice Language Teachers Rahmawati, Sophia; Munawarah, Munawarah; @ Khalid, Kartini Aboo Talib; Octavia Kusuma Wardani, Diah; Rachmad Pratama, Deri
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.56911

Abstract

Questioning skills, in most teacher education discourse, is treated as though it were a matter of technique as if asking better questions were simply a skill to be drilled. This study takes a different position. Drawing on Facione's critical thinking framework, we examine how dispositional and cognitive dimensions of critical thought shape the questioning practices of 111 preservice language teachers during microteaching. Using PLS-SEM, findings confirm that critical thinking disposition predicts both critical thinking skills (t = 5.203, p < .001) and questioning skills directly (t = 4.206, p < .001), while critical thinking skills independently predict questioning quality (t = 3.952, p < .001). CTD and CTS together explain 32% of variance in questioning skills. The remaining variance being, frankly, an invitation for researchers who assume questioning is reducible to pedagogy alone. What emerges from this data is uncomfortable but necessary is being preservice teacher cannot train someone to ask intellectually serious questions if they are not, at some level, an intellectually serious person. Teacher education programs would do well to sit with that.
IDEASI HUMANISASI DALAM ARTIFISIAL INTELEGENSI: NARRATIVE RIVIEW TENTANG PRAKTIK AI-BRAINSTORMING TERHADAP KETERAMPILAN MENULIS SISWA SMA Rahma, Adelia; Enik Mukhoiyaroh Bambang, Siti; Octavia Kusuma Wardani, Diah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49638

Abstract

Writing skills in high school students require students' ability to generate and develop ideas logically and critically, however the conventional brainstorming process is often hampered by social pressure and limited perspective. This research aims to examine the role of artificial intelligence (AI) in supporting idea generation, variation of perspectives, and the emergence of unusual ideas in pre-writing brainstorming, as well as analyzing the contribution of AI to the formation of logical, coherent, and elaborated argumentation structures in upper secondary students. The method used is a literature review of 30 research articles sourced from Google Scholar, ResearchGate, and accredited national journals spanning the years 2020–2025. Narrative review research approach that refers to four dimensions of divergent thinking: fluency, flexibility, originality, and elaboration. The study results show that the integration of AI in pre-writing brainstorming consistently strengthens these four dimensions; AI increases the smoothness of idea generation, expands the variety of perspectives, encourages the emergence of more original ideas within the framework of human-AI co-creativity, and facilitates the elaboration of ideas into more mature argumentation structures. However, its effectiveness really depends on whether students' interaction patterns are active-dialogical or passive-receptive as well as on the quality of the teacher's pedagogical assistance. It is hoped that AI has the potential to become a meaningful cognitive partner in learning to write, as long as it is supported by a reflective, humanistic and ethical learning design to prevent the risk of dependency and reduction of originality.
Co-Authors @ Khalid, Kartini Aboo Talib Deri Rachmad Pratama, Deri Rachmad Enik Mukhoiyaroh Bambang, Siti Munawarah Munawarah, Munawarah Rahma, Adelia Sophia Rahmawati