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All Journal INTERACTION: Jurnal Pendidikan Bahasa
Wesly Baan
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Education Environmental Science Languange, Linguistic, Communication & Media Other

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Cartesian Doubt Encourages Critical Thinking in Education Wesly Baan
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.172

Abstract

Critical thinking is a fundamental competency in modern education, enabling students to filter information, evaluate arguments, and make logical decisions. René Descartes, through the method of doubt (Cartesian Doubt), offers a systematic approach to building solid knowledge. This article analyzes the relevance of Descartes' method of doubt to education through three steps: theoretical, reflective, and applied. The study found that the principle of "Cogito, ergo sum" encourages students to think independently, be healthily skeptical, and reflect on information. Descartes' method of doubt can be applied through inquiry-based learning, reflective curriculum design, and critical analysis-based evaluation. These findings provide important contributions to educational strategies oriented toward the development of critical thinking skills in the era of globalization.
Deconstructing the Learning Styles Myth in English Language Learning from the Perspective of Santrock's Educational Psychology for Evidence-Based Practice Wesly Baan; Dylmoon Hidayat
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 4 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i4.4107

Abstract

This literature review deconstructs the learning styles myth in English language teaching through Santrock's educational psychology framework. Many English teachers believe that aligning instruction with students’ dominant learning styles (visual, auditory, kinesthetic) improves the students' academic achievement. However, empirical evidence does not support this practice. This study employs a narrative literature review method to examine existing research on learning styles and evidence-based practices. This article deconstructs the learning styles myth by comparing it with evidence-based practices such as retrieval practice, spaced learning, formative assessment, and collaborative learning. Findings from global and Indonesian studies consistently highlight that evidence-based strategies consistently enhance retention, engagement, and achievement in English language learning. These insights are expected to encourage teachers in Indonesia to shift from myth-based paradigms toward more scientific, contextual, and effective teaching practices.
Co-Authors Dylmoon Hidayat