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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Penelitian Pendidikan IPA (JPPIPA) JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Journal of Research on Applied Linguistics, Language, and Language Teaching GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Studi Guru dan Pembelajaran ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) Metathesis: Journal of English Language, Literature, and Teaching
Moch. Malik Al Firdaus
Universitas Tidar
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Case-Based Method for Enhancing Critical Thinking in English Debate Courses Al Firdaus, Moch. Malik
Metathesis: Journal of English Language, Literature, and Teaching Vol. 8 No. 2 (2024): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the challenges faced by students in expressing critical thinking and evaluates the implementation of the Case-Based Method in an English Debate and Critical Thinking (EDCT) course. Using a qualitative research design, data were collected from 35 undergraduate students through classroom observations, weekly reflections, and instructor interviews. The study identifies three primary challenges: a lack of understanding of debate fundamentals, insufficient critical thinking practice due to large class sizes, and limited knowledge of current issues, all of which hindered students’ ability to construct and articulate arguments effectively. To address these challenges, the study introduces the IDR (Introducing, Debating, Reviewing) framework. In the "Introducing" phase, students are given a preview of topics and motions, enhancing preparation and engagement. The "Debating" phase employs the British Parliamentary format with randomized roles, encouraging critical analysis from multiple perspectives and fostering adaptability. The "Reviewing" phase emphasizes peer feedback and collaborative learning, allowing students to refine their argumentation skills and deepen their understanding of the issues. The findings demonstrate the effectiveness of the Case-Based Method in improving students’ critical thinking and debate performance. It promotes active learning, enhances engagement, and develops essential analytical and communication skills. The study highlights the importance of integrating real-world issues and interactive practices into large classroom settings to overcome existing challenges. This research provides practical implications for educators seeking to implement effective pedagogical strategies in debate and critical thinking courses.
Identifying Higher-Order Thinking Skills on Lesson Plan: How Do Teachers Construct the Lesson Plan? Haryati, Sri; Trisnowati, Eli; Siswanto, Siswanto; Al Firdaus, Moch. Malik
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 6 No 2 (2021): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v6i2.8828

Abstract

In line with 21st-Century learning, the 2013 Curriculum highlights the development of critical thinking, problem analysis, problem-solving, decision making, and creating something new. Professional teachers need to facilitate students in developing these abilities. This research describes how the teachers plan the higher-order thinking skills (HOTs). This research is qualitative research with a descriptive design. The respondents were four teachers with 0-40 years of teaching experience. The data were collected qualitatively through documentation and interviews. The results showed that HOTs were not clearly expressed in the teacher's lesson plans at teaching experience levels of 0 to 10 years and 10 years to 20 years. Teachers with 20 to 30 years of teaching experience and 30 to 40 years of experience have expressed HOTs explicitly and completely in all parts of the lesson plan. Teachers have an important role in facilitating higher-order thinking skills that can be seen through the lesson plans. The lesson plan must describe the development of higher-order thinking skills holistically. Teachers need to review each lesson plan to be coherent in every part and relevant to 21st-century learning.
Case-Based Method for Enhancing Critical Thinking in English Debate Courses Al Firdaus, Moch. Malik
Metathesis: Journal of English Language, Literature, and Teaching Vol. 8 No. 2 (2024): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v8i2.2321

Abstract

This study investigates the challenges faced by students in expressing critical thinking and evaluates the implementation of the Case-Based Method in an English Debate and Critical Thinking (EDCT) course. Using a qualitative research design, data were collected from 35 undergraduate students through classroom observations, weekly reflections, and instructor interviews. The study identifies three primary challenges: a lack of understanding of debate fundamentals, insufficient critical thinking practice due to large class sizes, and limited knowledge of current issues, all of which hindered students’ ability to construct and articulate arguments effectively. To address these challenges, the study introduces the IDR (Introducing, Debating, Reviewing) framework. In the "Introducing" phase, students are given a preview of topics and motions, enhancing preparation and engagement. The "Debating" phase employs the British Parliamentary format with randomized roles, encouraging critical analysis from multiple perspectives and fostering adaptability. The "Reviewing" phase emphasizes peer feedback and collaborative learning, allowing students to refine their argumentation skills and deepen their understanding of the issues. The findings demonstrate the effectiveness of the Case-Based Method in improving students’ critical thinking and debate performance. It promotes active learning, enhances engagement, and develops essential analytical and communication skills. The study highlights the importance of integrating real-world issues and interactive practices into large classroom settings to overcome existing challenges. This research provides practical implications for educators seeking to implement effective pedagogical strategies in debate and critical thinking courses.
Co-Authors Ahmad Muhlisin Anita Apriliyani Ningrum Annisa Dian Rachmadani Ari Safina Eli Trisnowati Eli Trisnowati Farikah Ida Ayu Putu Sri Widnyani Leni Zulaechah M Bambang Purwanto M Bambang Purwanto S Siswanto Sakdiyah Sakdiyah Singgih, Suwito Siswanto Siswanto Siswanto Siswanto Slamet Riyadi Sri Haryati Sri Haryati Sukarno Sukarno Sumi Sumarni Umar Umar