Critical thinking assessment in the teaching of writing Indonesian scientific texts in high school

R. Rustam, P. Priyanto
{"title":"Critical thinking assessment in the teaching of writing Indonesian scientific texts in high school","authors":"R. Rustam, P. Priyanto","doi":"10.21831/pep.v26i1.36241","DOIUrl":null,"url":null,"abstract":"The assessment of critical thinking in the teaching of Bahasa Indonesia is an essential part of teaching syntax because most Bahasa Indonesia teachers of high schools in Jambi still use objective test assessments or low-order thinking skills (LOTS). In fact, there are still many Bahasa Indonesia teachers of high schools in Jambi who have not implemented HOTS-based assessment, so the teaching process and learning outcomes of writing HOTS-based scientific texts are still low. To overcome this problem, it is necessary to study the critical thinking assessments in writing Indonesian scientific texts in high school to find authentic and contextual assessment designs to achieve learning objectives. The research method used is a mixed method of the concurrent embedded design. The qualitative data were collected through interviews, observation, and documentation, while the quantitative data were collected by using an essay test. The results of the study indicate that Indonesian language teachers have designed critical thinking assessments in writing scientific texts by conducting basic competency (BC) analysis, analyzing competency achievement indicators (CAI) by considering action verbs (AV), making stimuli, making question grids, constructing question criteria, and scoring by considering critical thinking aspects, including (1) focus, (2) supporting reasons, (3) organization, (4) conventions, and (5) integration. Student learning outcomes in writing scientific texts show good critical thinking competence in accordance with learning objectives.","PeriodicalId":33364,"journal":{"name":"Jurnal Penelitian dan Evaluasi Pendidikan","volume":"52 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Jurnal Penelitian dan Evaluasi Pendidikan","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21831/pep.v26i1.36241","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

Abstract

The assessment of critical thinking in the teaching of Bahasa Indonesia is an essential part of teaching syntax because most Bahasa Indonesia teachers of high schools in Jambi still use objective test assessments or low-order thinking skills (LOTS). In fact, there are still many Bahasa Indonesia teachers of high schools in Jambi who have not implemented HOTS-based assessment, so the teaching process and learning outcomes of writing HOTS-based scientific texts are still low. To overcome this problem, it is necessary to study the critical thinking assessments in writing Indonesian scientific texts in high school to find authentic and contextual assessment designs to achieve learning objectives. The research method used is a mixed method of the concurrent embedded design. The qualitative data were collected through interviews, observation, and documentation, while the quantitative data were collected by using an essay test. The results of the study indicate that Indonesian language teachers have designed critical thinking assessments in writing scientific texts by conducting basic competency (BC) analysis, analyzing competency achievement indicators (CAI) by considering action verbs (AV), making stimuli, making question grids, constructing question criteria, and scoring by considering critical thinking aspects, including (1) focus, (2) supporting reasons, (3) organization, (4) conventions, and (5) integration. Student learning outcomes in writing scientific texts show good critical thinking competence in accordance with learning objectives.
中学印尼语科学文章写作教学中的批判性思维评估
在占比高中的印尼语教学中,批判性思维的评估是教学语法的重要组成部分,因为大多数印尼语教师仍然使用客观测试评估或低阶思维技能(LOTS)。事实上,在占碑市的高中,仍然有很多印尼语教师没有实施基于hots的评估,因此编写基于hots的科学文本的教学过程和学习成果仍然很低。为了克服这一问题,有必要研究高中印度尼西亚科学文本写作中的批判性思维评估,以找到真实和情境化的评估设计,以实现学习目标。采用的研究方法是并行嵌入式设计的混合方法。定性数据通过访谈,观察和文献收集,而定量数据通过使用论文测试收集。研究结果显示,印尼语文教师透过基本能力分析(BC)、考虑动作动词(AV)分析能力成就指标(CAI)、制作刺激、制作问题网格、建构问题标准,以及考虑批判性思维方面(1)焦点、(2)支持理由、(3)组织、(4)惯例、(5)整合)评分,设计科学文篇写作的批判性思维评估。学生在科学文章写作中的学习成果显示出与学习目标一致的良好批判性思维能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
审稿时长
14 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信