You are on page 1of 3

Identifying Facultys Knowledge of Critical Thinking Concepts and Perceptions of Critical Thinking Instruction in Higher Education Mengidentifikasi Kemampuan

Pengetahuan Konsep Berpikir Kritis dan Persepsi Pembelajaran Berpikir Kritis di Perguruan Tinggi No. 1. Teori Literatur

Thinking is a natural process, but left to Duron, R., B. Limback and W. Waugh. itself, can often be biased, distorted, 2006. Critical Thinking framework for partial, uninformed and potentially any discipline. International Journal of

prejudiced; excellence in thought must be Teaching and Learning in Higher cultivated Berpikir adalah proses alami, tapi dibiarkan, sering dapat menjadi bias, terdistorsi, parsial, kurang informasi dan berpotensi berprasangka, keunggulan dalam pemikiran harus dipupuk 2. To encourage critical thinking, the Choy, S.E. and P.K. Cheah. 2009. passive receipt of information must Teacher perceptions of critical thinking change, teachers must give up the among students and its influence on perception that student can not learn higher education. International Journal of unless a teacher covers he material. Untuk Teaching and Learning in Higher Education. mendorong berpikir kritis, Education.

penerimaan informasi secara pasif harus berubah, guru harus menyerah persepsi bahwa siswa tidak bisa belajar kecuali guru meliputi materi dia. 3. There is little information empirically Nicole L. P. Stedman2 and Brittany L. established to determine not only the Adams3 perception of faculty about critical University of Florida

thinking instruction, but also the actual Gainesville, FL knowledge faculty has about critical thinking concept.

"Ada sedikit informasi empiris dibentuk agar tidak hanya persepsi menentukan tentang

kemampuan

pembelajaran berpikir kritis, tetapi juga kemampuan pengetahuan yang

sebenarnya memiliki konsep berpikir kritis." 4. The assesment used in the study was a Choy, S.E. and P.K. Cheah. 2009. compilation of three instruments, a Teacher perceptions of critical thinking critical thinking basic skills test, a among students and its influence on perception of critical thinking instruction higher education. International Journal of questionnaire, segment. Hasil a short demoghraphic Teaching and Learning in Higher Education.

pemeriksaan

yang

digunakan

dalam penelitian ini adalah kompilasi dari tiga instrumen, pemikiran tes

keterampilan dasar yang penting, persepsi berpikir kritis instruksi kuesioner, segmen demoghraphic singkat. 5. One statement in section one of objective Nicole L. P. Stedman2 and Brittany L. one critical thinking enables one to think Adams3 more deeply, was answer false when it University of Florida is actually true. Gainesville, FL

Satu pernyataan dalam bagian salah satu tujuan "berpikir kritis memungkinkan seseorang untuk berpikir lebih

mendalam," adalah jawaban palsu saat itu sebenarnya benar. 6. This initial look at critical thinking basic Nicole L. P. Stedman2 and Brittany L. skill and current perception will allow for Adams3 more targeted approach when designing University of Florida

workshop and literature for critical Gainesville, FL thinking instruction.

awal melihat keterampilan dasar berpikir kritis dan persepsi saat ini akan

memungkinkan untuk pendekatan yang lebih ditargetkan dan ketika merancang pembelajaran a reasoned, Rudd, R., M. Baker and T. Hoover. 2000.

workshop critical

sumber was

berpikir kritis. 7. thinking

purposive, and instropective approach to Undergraduate agricultural student solving problems or addressing questions learning styles and critical thinking with incomplete and evidence for which and abilities: Is there a relationship? Journal of an Agricultural Education.

information

incontrovertible solution is unlikely.

"Berpikir

kritis

adalah

beralasan,

purposive, dan instropective pendekatan untuk memecahkan masalah atau

menangani

pertanyaan-pertanyaan

dengan bukti lengkap dan informasi, dan untuk itu solusi tak terbantahkan tidak mungkin."