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Students' Critical Thinking on Argumentative Essay Writing through Cooperative Learning Romadhoni, Mohammad; Ruqoyyah Amilia Andania; Ai-Chun Yen
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 7 No 2 (2022): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v7i2.2941

Carried on in non-English major freshman students setting, this study aims to examine how critical thinking skills can be developed through cooperative learning in their argumentative essay writing. An experimental group (n=20) and a control group (n=20) were randomly set up, the students were pre-tested and post-tested to see if there is a significant difference in their assigned essay through the Illinois Critical Thinking Essay Scoring Rubric. The implementation of critical thinking rubrics was carried out by 1) supporting students in cooperation, 2) offering the objective 3) fostering students to develop their ideas in writing. The Paired Sample T-test was used to calculate the difference between the pre-and post-test results. Results confirmed that in the Paired Sample t-test, the mean score (-5000) of the experimental group is statistically higher than the mean of the control group’s (-3900). It indicates that the implementation of the critical thinking strategy effectively develops and promotes students’ critical thinking skills in argumentative essay writing. Through the implementation of five key elements of critical thinking by Sadeghi (2012), students were more open-minded, tolerant, objective, honest and concise, respecting others, and interpreting situations differently. The research offered a different perspective on developing students’ critical thinking strategy use by focusing on longer periods of research and the larger number of participants and also implied the integration of critical thinking scoring rubric and argumentative essay skill performance for future research.

Fostering Creative Writing through Poetry in EFL Classroom Andania, Ruqoyyah Amilia; Dewi, Rohmatul Fitriyah; Romadhoni, Mohammad; Yen, Ai-Chun
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3951

This study was conducted to examine how the ELT teacher implements creative writing through poetry in the ELT classroom during pandemic and to describe how the students express their emotions through tone of poetry in their creative writing. It is due to the existence of creative writing in language teaching and learning practice is significant to gaining students’ creativity and thinking. One of them is writing poetry. However, few literatures discussed on the method used by teachers through writing poems as well as the concern for emotion and tone embedded in students’ writing products. This study used qualitative descriptive with Indonesian EFL university students of the non-English department at an Islamic University in Indonesia as the participants. The result shows that teachers use student-centered methods to implement creative writing through poetry in the classroom during the global COVID-19 pandemic. The meeting was organized using Zoom Meeting with performing Warm-Up, Lead-In (Creation of Poem and Reading the Poem), and Follow-up. In addition, it was also found that the student’s creative works posted on Instagram were based on the negative variations of poetry tone including threatening, painful, and discouraged. The study underscores the pedagogical efficacy of student-centered creative writing in ELT, highlighting its role in enhancing emotional intelligence and validating the integration of digital platforms for remote learning. It advocates for culturally responsive curricula that leverage creative expression as a conduit for emotional articulation and critical thinking

Fostering Creative Writing through Poetry in EFL Classroom Andania, Ruqoyyah Amilia; Dewi, Rohmatul Fitriyah; Romadhoni, Mohammad; Yen, Ai-Chun
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3951

This study was conducted to examine how the ELT teacher implements creative writing through poetry in the ELT classroom during pandemic and to describe how the students express their emotions through tone of poetry in their creative writing. It is due to the existence of creative writing in language teaching and learning practice is significant to gaining students’ creativity and thinking. One of them is writing poetry. However, few literatures discussed on the method used by teachers through writing poems as well as the concern for emotion and tone embedded in students’ writing products. This study used qualitative descriptive with Indonesian EFL university students of the non-English department at an Islamic University in Indonesia as the participants. The result shows that teachers use student-centered methods to implement creative writing through poetry in the classroom during the global COVID-19 pandemic. The meeting was organized using Zoom Meeting with performing Warm-Up, Lead-In (Creation of Poem and Reading the Poem), and Follow-up. In addition, it was also found that the student’s creative works posted on Instagram were based on the negative variations of poetry tone including threatening, painful, and discouraged. The study underscores the pedagogical efficacy of student-centered creative writing in ELT, highlighting its role in enhancing emotional intelligence and validating the integration of digital platforms for remote learning. It advocates for culturally responsive curricula that leverage creative expression as a conduit for emotional articulation and critical thinking

Scrutinizing The Effect of Song on Students' English achievement and students' English learning Interest Sunarti, Sunarti; Halim, Abdul; Rahmawati, Yeni; Romadhoni, Mohammad; Indah Wulansari, Farra; Putri Mudi, Nabila; Hayathi, Nurul; Tamara Idrus, Qonita
International Journal of Language Teaching and Education Vol. 7 No. 2 (2023): 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.v7i2.23877

This study aims to investigate whether the use of songs has a significant effect on improving students' English skills, and investigates whether the use of songs has a significant effect on increasing students' interest in learning English. This research is quantitative research. The research subjects were high school students in grade X. The schools were randomly selected from several schools in Samarinda. There are 118 research samples from 3 schools in Samarinda. Cluster random sampling was applied in each school in determining the sample. Data analysis procedure using descriptive statistics and inferential statistics. The research instrument is an English proficiency test which includes vocabulary, structure and listening tests. And a questionnaire of interest in learning English. The results showed that the use of songs had a significant impact on improving students' English skills and had a significant impact on students' interest in learning English. it can be seen from the post-test results that the mean score for the experimental group is 82.00, and the mean score for the control group is 76.77. And based on the t-test Sig (0.01) is smaller than 0.05 which proved that there is a difference. In the results of the english learning interest in questionnaire, the mean score in the experimental group was 155.16 was higher than the mean in the control group, 135.84 in the post-test results. And Sig (0.00) is less than 0.05, this shows a significant difference in student interest in learning from the two groups.

Application of Local Wisdom-Based Discovery Learning Model to Improve Students' Critical Thinking Skills Billa, Arifa; Setiawan, Beni; Romadhoni, Mohammad
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.467

Education should produce human resources who have competencies in the 21st century. One of the 21st-century skills students need to have is critical thinking skills. This study aims to analyse three aspects: the improvement of students' critical thinking skills, the implementation of learning, and student responses to the application of the discovery learning model based on local wisdom in the material of separating mixtures. This type of research utilized descriptive-quantitative methods. The subjects of this research were students of grade 8A MTs Negeri 2 Situbondo. There are observation methods, tests, and response questionnaires. The results of this study indicate that the application of the discovery learning model can improve students' critical thinking skills, as indicated by an N-Gain score of 0.73, which meets high criteria. The implementation of learning using this model yielded a percentage result of 91.62% at the first meeting and 95.37% at the second meeting, both in the very good category. Student responses to learning showed very good results, a total percentage of 92% with very high criteria. These findings suggest that the discovery learning model, grounded in local wisdom, effectively enhances students' critical thinking skills, ensures well-implemented learning, and receives positive feedback from students. These results not only support local contextual learning but also contribute to global science education by showing that integrating cultural relevance can enhance critical thinking in diverse classroom settings.

Proving Item Quality For Measuring Students Critical Thinking Skills In Natural Science Subject: A Rasch Model Measurement Analysis Sabtiawan*, Wahyu Budi; Nugroho, Manasye Viony Kasih; Rosidah, Dwi Mustainatur; Setiawan, Beni; Romadhoni, Mohammad
Jurnal IPA & Pembelajaran IPA Vol 9, No 3 (2025): SEPTEMBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i3.48718

Critical thinking skills (CTS) are important skills in the 21st century and are part of the school curriculum in Indonesia. However, validation of CTS instruments often relies only on content validation, while psychometric validation such as the Rasch model is rarely used. This study aims to validate a critical thinking test using the Rasch model to assess data suitability, measure the CTS of junior high school students in Surabaya, and identify item bias based on gender and school ranking. Data were obtained from 143 junior high school students with 10 multiple-choice questions. The results of the analysis showed that female students tend to have higher CTS than male students, while students from high-ranking schools showed a better distribution of abilities compared to moderate and low-ranking schools. Differential item functioning (DIF) analysis identified one item (EC2) that showed gender bias, and seven items (EC1, EC2, BS1, I1, I2, AC1, ST2) showed DIF based on school ranking. These findings suggest that although this test is generally fair for measuring CTS, there are inequities that need to be addressed to ensure the test is more inclusive and fair for all groups of students. The researcher hopes that this study contributes as a case of reference for future research in assessing CTS in junior high school students

Initiating the EFL University Students' Critical Thinking in Oral Mode through Pragma-Stylistic Strategies Andania, Ruqoyyah Amilia; Romadhoni, Mohammad; Nita, Fatma Rahayu; Setiawan, Slamet; Yen, Ai-Chun
Journal of Pragmatics Research Vol. 6 No. 1 (2024): Journal of Pragmatics Research
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v6i1.113-147

Critical Thinking (Hereafter, CT) significantly correlates to the EFL students' speaking ability; students with high critical thinking perform better than students with low critical thinking. Several strategies can be implemented for initiating CT in the classroom. One of them is using language style conveyed by the teachers. However, few studies concern about this pragma-stylistic usage in the teaching-learning process. Therefore, this current study aims to analyze (1) types of pragma-stylistics strategies used by teachers in initiating the EFL university students' CT in oral mode; (2) the ways teachers use pragma-stylistics strategies in initiating the EFL university students' CT in oral mode; and (3) the teachers' perception of the students' response towards initiating the CT in oral mode. Qualitative descriptive using Interview was conducted to collect the data. The result showed that teachers prefer using Assertive-Stating, Assertive-Suggesting, Directive-Advising and Prolepsis strategies to initiate students' CT in their speaking classroom. They implement those strategies through some activities during the class, such as giving stimulus (text, audio, and video) in a particular theme, conducting group discussions or speaking club, providing instructions or questions, and giving feedback. Besides, the teachers pointed out that most students positively respond to the strategies that they have utilized. The strategies effectively motivate and encourage the students to enhance their CT. Furthermore, this study suggests language teachers initiate their students' CT through the pragma-stylistic strategies mentioned. Finally, further researchers are expected to discuss the same field in more comprehensive scopes with different language skills.

Working to Learn, Learning to Work: a narrative inquiry into the well-being of an international PhD student in Taiwan Romadhoni, Mohammad
Journal of Teacher Well-being Vol. 1 No. 2 (2025): Journal of Teacher Well Being
Publisher : Pro Panoramic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64595/jtw.305

International doctoral students often face complex challenges related to academic responsibilities, financial pressures, and adapting to new cultures, especially those from developing countries seeking upward mobility and long-term stability. This study explores the experiences of an Indonesian PhD student in Taiwan who, while enrolled in two simultaneous doctoral programs, also works as an English teacher and research assistant. The goal is to understand how international doctoral students shape their well-being and academic identity while managing multiple roles. Using narrative inquiry as the chosen method, this research analyzes autobiographical reflections. It uses thematic narrative analysis to examine how the participant interprets and finds meaning in his experiences across academic, professional, and emotional areas. The results show that employment serves both as an economic strategy and a professional growth opportunity, strengthening the participant’s academic identity. Despite the challenges of a heavy academic workload and adjusting to a new culture, the participant finds support mainly from his spouse and his personal ambitions. His well-being is seen not as a static state but as a dynamic process influenced by resilience, meaning-making, and long-term goals. The study concludes that the well-being of international doctoral students is actively shaped through the negotiation of their identities, responsibilities, and opportunities during a transnational academic journey.

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