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All Journal EXPOSURE JOURNAL Edukasi: Jurnal Pendidikan dan Pengajaran OKARA: Jurnal Bahasa dan Sastra Tell : Teaching of English Language and Literature Journal ETERNAL(english, teaching, learning, and Research Journal) English Community Journal Martabe : Jurnal Pengabdian Kepada Masyarakat Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan Perdikan: Journal of Community Engagement PANYONARA: Journal of English Education INSANIA : Jurnal Pemikiran Alternatif Kependidikan
Lasmi Febrianingrum
Institut Agama Islam Negeri Madura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Tell : Teaching of English Language and Literature Journal

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Socratic Questioning 2.0 to Stimulate Deep Learning in English Class Febrianingrum, Lasmi; Munir, Ahmad
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): SEPTEMBER
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.26322

Abstract

Socratic questioning, rooted in classical philosophy, remains a cornerstone of critical thinking and reflective learning. However, its traditional application requires adaptation to align with the demands of 21st-century education, which prioritizes technology integration, collaboration, and real-world relevance. This article introduces Socratic Questioning 2.0, a reimagined framework that merges classical inquiry techniques with digital tools and student-centered methodologies. By fostering deep learning, this modern approach enhances students' critical thinking, creativity, and engagement. The study explores the theoretical foundation of Socratic questioning, identifies its limitations in modern contexts, and proposes practical innovations to address these challenges. Key characteristics, such as the integration of digital platforms, contextualized questioning, and collaborative engagement, are highlighted alongside implementation procedures that include teacher training and adaptive technologies. Empirical evidence supports the effectiveness of this approach in developing critical skills essential for lifelong learning. By redefining Socratic questioning, this framework equips educators and learners to navigate the complexities of contemporary education. This study particularly examines the implementation of Socratic Questioning 2.0 in English language teaching contexts, where traditional methods often fall short in developing critical thinking and language proficiency simultaneously. The research demonstrates how this modernized approach effectively addresses the unique challenges of language acquisition while fostering deeper learning outcomes.
Co-Authors Abdul Wafi, Abdul Afifah Raihany AHMAD MUNIR Ali Mustofa Bsharat, Tahani R. K. Dwi Diana Putri Eva Nikmatul Rabbianty Fena Ulfa Aulia Fithriyah Rahmawati Hanif Irwansyah Hasanah, Wildatul Moh Syafik Mosleh Habibullah, Mosleh Najwa Muqoddas Novieta Merry Charolina Nur Haliza, Siti Nurizzi Rifqi Ferdian Rabbianty, Eva Nikmatul Rabi'ah Siti Azizah Siti Nur Haliza Sufyan, Akhmad Farid Mawardi Ulul Laily Wahab Syakhirul Alim Wahab Syakhirul Alim Wildatul Hasanah Zahroh, Aminatus