Employing Traditional Stories to Enhance Critical Thinking Skills of Junior High School Students
Abstract
In contemporary education, there is a growing interest in exploring alternative methods to cultivate critical thinking skills among junior high school students. Traditional stories, with their cultural richness and narrative depth, present an intriguing opportunity as a potential learning tool to foster such skills. This research aims to investigate the efficacy of utilizing traditional stories as a pedagogical instrument to enhance critical thinking abilities among junior high school students. By employing a qualitative research design, the study seeks to delve into the impact of traditional stories on students' critical thinking development. Adopting a qualitative research design, this study takes on a single case study approach, focusing on thirty eighth-grade students from SMPN 14. The participants were selected through a purposive sampling method. The research spans a duration of six weeks, during which carefully selected traditional stories were utilized as a medium for nurturing critical thinking experiences. Research instruments encompassed observation, interviews, and the implementation of specifically designed critical thinking worksheets. Data analysis was conducted using categorization and thematic processes to discern the patterns of change in the students' critical thinking capacities throughout the intervention. The findings of the research indicate that the incorporation of traditional stories effectively enhances the critical thinking skills of junior high school students. Throughout the learning process, students exhibited advancements in various facets of critical thinking, including problem identification, critical analysis, argument assessment, and reflective thinking. The critical thinking experiences derived from the utilization of traditional stories were instrumental in fostering deeper and contextually relevant thinking skills. As a result, the study recommends that educators consider integrating traditional stories into their teaching practices to facilitate the development of critical thinking abilities across different educational levels.
References
Creswell, J. W. (2017). 30 Essential Skills for the Qualitative Researcher. SAGE Publications.
Castells, M. (2010). The Rise of the Network Society: The Information Age: Economy, Society, and Culture. John Wiley & Sons.
Davies, M., & Brown, A. (2017). The Fourth Industrial Revolution: Challenges for Education and Teaching. Journal of Perspectives in Applied Academic Practice, 5(1), 42-49.
Ennis, R. H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities. In J. B. Baron & R. J. Sternberg (Eds.), Teaching Thinking Skills: Theory and Practice (pp. 9-26). W. H. Freeman and Company.
Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
Hadi, S., & Pahlevi, S. A. (2018). Developing Critical Thinking Skills through EFL Instruction for the Fourth Industrial Revolution. English Review: Journal of English Education, 7(1), 101-108.
Henderson-Hurley, M., & Hurley, D, (2013). Enhancing Critical Thinking Skills Among Authoritarian Students. International Journal of Teaching and Learning in Higher Education.
Kivunja, C. (2015). Innovative Pedagogies in Higher Education to Become Effective Teachers of 21st Century Skills: Unpacking the Learning and Innovations Skills Domain of the New Learning Paradigm. International Journal of Higher Education, 4(1), 1-12.
Kusuma, A. F., & Nurhadi, D. (2019). Pengaruh Pemanfaatan Cerita Rakyat terhadap Kemampuan Berpikir Kritis Siswa di SMPN 1 Srandakan. Journal of Primary Education, 8(1), 54-63.
Kwak, K., & Kim, S. (2017). Enhancing multicultural understanding through critical thinking and intercultural communication. Journal of Studies in International Education, 21(5), 419-434.
Liem, A. D., & Muliartha, I. G. N. A. (2019). Integrating Critical Thinking in the Curriculum to Prepare Students for the Fourth Industrial Revolution. Proceedings of the 3rd International Conference on Education and Training (ICET 2019).
Meyliana, M., & Rokhayati, A. (2020). Preparing Students for the Fourth Industrial Revolution: Critical Thinking Education in Indonesian Context. International Journal of Education and Research, 8(12), 58-66.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2013). Qualitative Data Analysis: A Methods Sourcebook. Sage Publication. https://us.sagepub.com/en-us/nam/qualitative-data-analysis/book246128
\Nuthall, G. (2005). The Cultural Myths and Realities of Classroom Teaching and Learning: A Personal Journey. Teachers College Record, 107(5), 895-935.
O'Brien, R. (2018). Global Political Economy: Evolution and Dynamics (7th ed.). Macmillan International Higher Education.
Parsaorantua, P. H., Pasoreh, Y., & Rondonuwu, S. A. (2017). Implementasi Teknologi Informasi Dan Komunikasi (Studi Tentang Web E-Government di Kominfo Kota Manado). Jurnal Acta Diurna, 6(3), 1–14.
Paul, R., & Elder, L. (2006). Critical Thinking: The Nature of Critical and Creative Thought. Journal of Developmental Education, 30(2), 34-35
Pennycook, G., & Rand, D. G. (2020). Fighting misinformation on social media using crowdsourced judgments of news source quality. Proceedings of the National Academy of Sciences, 117(6), 2732-2733.
Rifkin, J. (2014). The Zero Marginal Cost Society: The Internet of Things, the Collaborative Commons, and the Eclipse of Capitalism. St. Martin's Press.
Shofiyah, L. (2017). Penerapan Model Pembelajaran Cerita Rakyat untuk Meningkatkan Kemampuan Berpikir Kritis Siswa. Indonesian Journal of Social Studies Education, 1(1), 10-17.
Short, K. G. (2007). Stories As Contexts For Literacy Learning. In Handbook of Research on Teaching Literacy through the Communicative and Visual Arts (pp. 295-303). Routledge
Sofie, M. S., Iye, R., Nur Abida, F. I., Bugis, R., Musyawir, M., & Yulismayanti, Y. (2022). The Effectiveness of Online Learning on Buru State High School Students on Learning Achievement in Covid-19 Situation. ELS Journal on Interdisciplinary Studies in Humanities, 5(1), 63–69. https://doi.org/10.34050/elsjish.v5i1.20230
Tan, J. P. L., & Teo, T. W. (2021). Preparing for Industry 4.0: Evaluating the Impact of Critical Thinking and Problem-Solving Training in Higher Education. European Journal of Engineering Education, 1-17.
Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359(6380), 1146-1151.
Woods, A. (2015). The Power of Story: Narrative Inquiry as a Methodology in Music Education Research. Action, Criticism, and Theory for Music Education, 14(2), 113-134.
Wulandari, Y., & Yudhitama, B. (2020). Efektivitas Penggunaan Cerita Rakyat sebagai Sumber Belajar dalam Meningkatkan Kemampuan Berpikir Kritis Siswa. Jurnal Pendidikan Vokasi, 10(4), 694-703.
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). SAGE Publications.
Yusuf, M., & Isyuniarti, D. (2021). Penggunaan Cerita Rakyat untuk Meningkatkan Kemampuan Berpikir Kritis Siswa di SMPN 1 Pemalang. Journal of Primary Education, 10(2), 234-243.
Yusnan, M., Karim, Iye, R., Abbas, A., & Sumiaty. (2022). Demonstration Methods to Improve Intensive Reading Skills in 3rd-Grade Students. International Journal of Learning Reformation in Elementary Education, 1(02), 61–69. https://doi.org/10.56741/ijlree.v1i02.96
This work is licensed under a Creative Commons Attribution 4.0 International License.
