Computer-Aided Argument Mapping for Improving Critical Thinking: Think Better! Discuss Better! Write Better!

This study aims to analyze the improvement of students’ critical thinking skills in the features of focus, supporting reasons, reasoning, organization, conventions and integration through the implementation of argument mapping-based guided inquiry learning models. Type of this research is classroom action research, a systematic inquiry with the goal of informing practice in particular situation which adopted Kemmis and McTaggart’s models which follows the cycle of planning, action, observation and reflection. It was conducted in class XI-Avenzoar of SMA Unggulan CT Foundation Deli Serdang in the academic year 2019/2020. The sampling technique was done by total sampling consisting of 24 students with a composition of 6 boys and 18 girls. The instrument used the essay tests adapted from Finken based on Illinois Critical Thinking Essay Test and argument mapping based on van Gelder on the concept of human excretory system. The data collection methods were included the interview, observation and documentation. The whole data was employed by descriptive analysis developed by Miles and Huberman which includes three concurrent activities, data reduction, data presentation and conclusion drawing. The results showed that the features of focus and reasoning from critical thinking skills tests in Cycle I obtained the highest score of all, while the features of supporting reasons and conventions obtained the lowest score and showed no improvement at all. Meanwhile in Cycle II, the features of focus and reasoning increased significantly and obtained the highest score as well. However, the feature of supporting reasons increased simultaneously but conventions still remained. It definitely showed that there was a significant improvement between groups in Cycle I (65.42) and Cycle II (80.21) from the average score of students’ critical thinking skills through their argument mapping grading. The aspects of argument mapping, such as claims, reasons, objections, rebuttals and debates improved well between these cycles. It was strongly suggested that argument mapping could enhance students’ critical thinking skills in Biology. From the results and discussion, it could be concluded that the implementation of the argument mapping-based guided inquiry learning models on the concept of human excretory system had a very positive and significant improvement on students’ critical thinking skills. The students’ critical thinking skills were in the high category.

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Argument mapping for critical thinking skills: How it works for us

PsycEXTRA Dataset ◽

10.1037/e629962013-001 ◽

2006 ◽

Author(s):

Graham Smith ◽

Stephen Kilpatrick ◽

Kristy Lascelles

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Argument Mapping

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Effects of computer-aided personalized system of instruction in developing knowledge and critical thinking in blended learning courses.

The Behavior Analyst Today ◽

10.1037/h0100709 ◽

2011 ◽

Vol 12 (1) ◽

pp. 34-40 ◽

Cited By ~ 7

Author(s):

Louis Svenningsen ◽

Joseph J. Pear

Keyword(s):

Critical Thinking ◽

Blended Learning ◽

Personalized System Of Instruction ◽

Computer Aided ◽

Personalized System ◽

Developing Knowledge

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A Case on Teaching Critical Thinking and Argument Mapping in a Teacher Education Context

Cases on Teaching Critical Thinking through Visual Representation Strategies - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-5816-5.ch005 ◽

2014 ◽

pp. 119-139

Author(s):

Yasemin Oral

Keyword(s):

Teacher Education ◽

Critical Thinking ◽

English Language ◽

Teacher Education Program ◽

English Language Teaching ◽

State University ◽

Large Size ◽

Argument Mapping ◽

Turkish State ◽

Pre Service Teacher

This chapter is based on the classroom work of a course on critical thinking designed as part of a pre-service teacher education program in English language teaching at a large-size Turkish state university. With its dual focus on both modernist and postmodern approaches to critical thinking, the course offers scope for classwork that concentrates on the skills to identify the parts and structure of arguments. To this end, argument mapping has been utilized to enhance understanding of the components of arguments and to facilitate the analysis of arguments. This chapter seeks to illustrate the materials and activities used when argument maps have been constructed during the class sessions. Furthermore, drawing from the data gathered from students' journal entries, I argue for a high interplay of the perceived efficacy of argument mapping with the content, length, and complexity of arguments as well as the anxiety evoked by these factors.

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EFFECT OF ARGUMENT MAPPING METHOD AND SELF EFFICACY ON CRITICAL THINKING ABILITY

EDUSAINS ◽

10.15408/es.v10i2.7596 ◽

2019 ◽

Vol 10 (2) ◽

pp. 217-225

Author(s):

Siti Mulya Agnah ◽

Rusdi Rusdi ◽

Yanti Herlanti

Keyword(s):

Critical Thinking ◽

Self Efficacy ◽

Random Sampling ◽

Simple Random Sampling ◽

Mapping Method ◽

Critical Thinking Ability ◽

Argument Mapping ◽

Thinking Ability ◽

The Subject ◽

Essay Test

PENGARUH METODE PETA ARGUMEN DAN EFIKASI DIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS AbstractThe aim of this study is to know the effect of argument mapping method and self efficacy on critical thinking ability and interaction between argument mapping method and self efficacy on critical thinking ability. The method that used in this research is quasi experiment with 2 x 2 factorial design. The instruments that used in this research are critical thinking ability essay test and self efficacy questionnaire. The subject of this study is students of XI IPA 1 and 3 from SMAN in Jakarta totalling 72 students. Samples were taken using simple random sampling. Analysis of data used two way anova. The result showed that : 1) There is effect of argument mapping method on critical thinking ability with p< 0,05, p = 0,000. 2). There is effect of self efficacy on argument mapping method and self efficacy on critical thinking ability with p< 0,05, p = 0,000. 3) There is no interaction between argument mapping method and self efficacy on critical thinking ability with p> 0,05, p = 0,602.AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh metode peta argumen dan efikasi diri terhadap kemampuan berpikir kritis, serta interaksi antara pengaruh metode peta argumen dan efikasi diri terhadap kemampuan berpikir kritis. Metode yang digunakan pada penelitian ini adalah kuasi eksperimen dengan desain ANAVA dua arah dengan rancangan faktorial 2x2. Populasi penelitian ialah XI MIPA SMA Negeri di Jakarta dengan sampel penelitian sebanyak dua kelas, yaitu XI MIPA 1dan 3 yang berisi 72 peserta didik. Instrumen yang digunakan pada penelitian ini berupa tes uraian dan kuesioner efikasi diri. Berdasarkan analisis data hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh metode peta argumen terhadap kemampuan berpikir kritis peserta didik dengan p<0,05, p = 0,00, (2) terdapat pengaruh efikasi diri terhadap kemampuan berpikir kritis peserta didik dengan p<0,05, p = 0,00, (3) tidak terdapat interaksi pengaruh metode peta argumen dan efikasi diri terhadap kemampuan berpikir kritis peserta didik dengan p>0,05, p = 0,602.

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