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MAPPING CRITICAL THINKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS IN THE CITY OF A THOUSAND RIVERS BASED ON LOCAL WISDOM Irhasyuarna, Yudha; Yamin, Moh.; Fahmi, Fahmi; Yulianti, Yuyun Eka; Muslim, M.; Rahmati, Pramita Dwi; Maulidia, Maulidia; Sadiqin, Ikhwan Khairu; Rahman, M. Rezki; Ali, Akhmad Chaidir
Journal of Banua Science Education Vol. 4 No. 1: 2023
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jbse.v4i1.235

Learning will be successful if students do not memorize the information they obtain but can criticize the information they obtain, relate their condition and the surrounding environment to this information, and use it to make changes. This research was conducted to measure the level of critical thinking of junior high school students in the City of a Thousand Rivers on natural science subject matter based on local wisdom. The research results illustrate that students' critical thinking skills still tend to be low, this requires continuous improvement to train students' critical thinking skills to achieve one of the educational goals.Keywords:Â Critical Thinking Skills, Mapping, Middle School Students.Pembelajaran akan berhasil ketika siswa bukan menghafalkan informasi yang didapatkannya, tetapi mampu mengkritisi informasi yang diperolehnya, mampu menghubungkan kondisi diri dan sekitarnya dengan informasi tersebut, dan menggunakannya untuk melakukan suatu perubahan. Penelitian ini dilakukan untuk mengukur tingkat berpikir kritis peserta didik SMP di Seribu Bungai pada materi pelajaran ilmu pengetahuan alam berbasis kearifan lokal. Hasil penelitian menggambarkan bahwa keterampilan berpikir kritis peserta didik masih cenderung rendah, hal ini mengharuskan adanya perbaikan berkelanjutan untuk melatihkan keterampilan berpikir kritis peserta didik demi mencapai salah satu tujuan pendidikan.Kata kunci: Kearipan Lokal, Keterampilan Berpikir Kritis, Pemetaan, Peserta Didik SMP.

THE EFFECTIVENESS OF USING YOUTUBE AS A MEDIUM FOR TEACHING EFL IN IMPROVING STUDENTS’ SPEAKING SKILLS: A SYSTEMATIC REVIEW Amal, Muhammad Ikhlasul; Yamin, Moh.; Rosalina, Elsa
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18841

This study presents a systematic review of recent empirical research examining the role of YouTube as an instructional tool for enhancing English as a Foreign Language (EFL) learners' speaking abilities, with particular emphasis on vocabulary development, pronunciation improvement, and confidence building in digital learning contexts. Adhering to the PRISMA 2020 framework, the review analyzed fifteen empirical studies published between 2020 and 2023, sourced from databases such as Google Scholar, ERIC, and DOAJ. The findings indicate that YouTube supports speaking skill development by offering learners authentic, multimodal, and repeated exposure to spoken language. Results showed that learners experienced better vocabulary acquisition, more accurate pronunciation through mimicry, and increased speaking confidence due to the flexibility of self-paced learning. Conversely, unstructured or passive viewing was found to have minimal impact. The implications of this review are significant for EFL educators, curriculum developers, and educational institutions seeking to effectively incorporate YouTube into speaking instruction through interactive, reflective, and task-based approaches. This study offers a distinctive synthesis of recent global research and emphasizes pedagogical techniques that promote active engagement in speaking rather than passive content consumption.

THE EFFECTIVENESS OF USING YOUTUBE AS A MEDIUM FOR TEACHING EFL IN IMPROVING STUDENTS’ SPEAKING SKILLS: A SYSTEMATIC REVIEW Amal, Muhammad Ikhlasul; Yamin, Moh.; Rosalina, Elsa
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18841

This study presents a systematic review of recent empirical research examining the role of YouTube as an instructional tool for enhancing English as a Foreign Language (EFL) learners' speaking abilities, with particular emphasis on vocabulary development, pronunciation improvement, and confidence building in digital learning contexts. Adhering to the PRISMA 2020 framework, the review analyzed fifteen empirical studies published between 2020 and 2023, sourced from databases such as Google Scholar, ERIC, and DOAJ. The findings indicate that YouTube supports speaking skill development by offering learners authentic, multimodal, and repeated exposure to spoken language. Results showed that learners experienced better vocabulary acquisition, more accurate pronunciation through mimicry, and increased speaking confidence due to the flexibility of self-paced learning. Conversely, unstructured or passive viewing was found to have minimal impact. The implications of this review are significant for EFL educators, curriculum developers, and educational institutions seeking to effectively incorporate YouTube into speaking instruction through interactive, reflective, and task-based approaches. This study offers a distinctive synthesis of recent global research and emphasizes pedagogical techniques that promote active engagement in speaking rather than passive content consumption.

The Limitations of Navigating ChatGPT as Writing Assistance Tools in EFL Writing Activities Vivi Aulia; Yamin, Moh.
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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

The process of learning languages has experienced and improved rapidly as a result of the advancement of artificial intelligence (AI) technologies. A specific area that has shown the improvement is the integration of this AI in EFL learning. The purpose of this systematic review is to investigate and to explore current research on the limitations of using ChatGPT as a writing assistance tool for EFL writing activities from different nations in the world. The PRISMA 2020 checklist was employed in this research. DOAJ, ERIC, and Google Scholar as international article databases were used to select research articles being analyzed. Fifteen articles that met the inclusion criteria were selected. The analysis of these articles showed that ChatGPT has three main limitations in writing area. First, 7 of 15 articles report that it cannot fully assist students throughout the writing process. Secondly, 10 of 15 articles present an issue concerning over-reliance and writing originality. Finally, 4 of 15 articles mention that the feedback given by ChatGPT is inaccurate in some cases. This research concludes that EFL teachers should accompany and assist their students in using technology for writing activities. Its application should be advisable, wise, and considering the specific writing context

Assessing Strategies of Performing Critical Thinking in an Argumentative Essay Yamin, Moh.; Aulia, Vivi
INTERACTION: Jurnal Pendidikan Bahasa Vol. 10 No. 2 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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

This study aims to assess strategies of performing critical thinking in an argumentative essay to a number of selected scientific articles. The method used is descriptive with a qualitative approach with systematic literature review. Manual coding is used to map and get the relevant data to tabulate; content analysis is used to analyze the data. The result study says that critical thinking used in writing argumentative essay is effected by the experience of writing, background of knowledge of the author, and the awareness to respond to the issue. Consequently, the sharpness of the argumentative essay with critical thinking for each author is different.

Teachersâ€™ Practices Toward Cultural Representations in an EFL Textbook: Preparing Students for A Global Experience Novita, Dian; Yamin, Moh.; Taufiq, Wahyu; Dilna, Sema G.
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9548

Acquiring a foreign language necessitates navigating practical situations that transcend linguistic and cultural barriers. Therefore, it is the teachersâ€™ responsibility to develop these abilities. However, teachers rarely do so in a foreign language (FL) teaching. Integrating culture into the process of language teaching becomes crucial. Utilizing the textbook is one method to incorporate culture into the FL classroom, as it contains cultural material and linguistics.Â Limited research has been devoted to pedagogical analysis compared to the extensive concentration on content analysis in ELT textbook studies. The study aims to examine the teachersâ€™ approaches to cultural depictions in an international English for Foreign Language (EFL) textbook, intending to educate students on a global worldview. The present study employed a qualitative research method with a case study design. The study recruited two junior high school English teachers who taught seventh-grade students at a private school in East Java, Indonesia. These teachers had incorporated cultural elements into their teaching. The instruments used to accomplish the research purpose were observation and post-observation interviews. The study's findings have verified that teachers utilized a comparative approach in presenting foreign cultural elements from the supplementary book to enhance English language learning. Exploring the studentsâ€™ culture and contrasting it with foreign cultures has the potential to inspire greater participation from students in classroom activities. Using this strategy enables students to develop their English language proficiency in both linguistic and cultural aspects.

Integrating critical thinking in junior high school EFL classrooms: Teachers' perspectives and instructional practices Jumariati, Jumariati; Yamin, Moh.; Sutiono, Cayandrawati
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10439

EFL teachers’ knowledge, perceptions, and practices regarding integrating critical thinking (CT) in English language teaching are essential. However, research on this area shows conflicting results, particularly in Asian contexts. This study investigated EFL teachers’ perceptions and practices on integrating CT in their classrooms. Three EFL teachers of junior high schools in Banjarmasin, South Kalimantan, Indonesia, participated in the study. They were selected purposely based on teaching experience, professional teachers’ certification status, and participation in CT workshops. A qualitative phenomenological design was adopted through the use of semi-structured interviews and documentation on teachers’ lesson plans. A thematic analysis was used in the data analysis. Results showed that the teachers had a good understanding of CT and perceived its integration in EFL lessons positively. They incorporated CT through analyzing texts, evaluating characters, separating facts from opinions, drawing conclusions, making presentations, discussions, and writing paragraphs, which aligned with their lesson plans. The study also revealed that students’ English proficiency affected their ability to express ideas and explain reasons during CT activities. This study highlights the need for further research incorporating students’ views and utilizing classroom observations to verify the suitability between teachers’ perceptions and their teaching practices.

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