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KHATECKHATEC

Journal Praxis and Pedagogy in English Language EducationPraxis and Pedagogy in English Language Education Abstract

The growing emphasis on 21st-century skills in Indonesian education underscores the importance of fostering critical thinking among university students. While curriculum reforms have been implemented, concerns remain about the effectiveness of these changes in developing students critical thinking abilities, particularly in the context of argumentative writing. This study investigated the level of critical thinking demonstrated by 33 fourth-semester English Education students at UIN Raden Intan Lampung in their argumentative essays. Employing a descriptive-quantitative research design with content analysis, the study utilized the Marguerite and Ennis (1993) rubric to assess students performance across six aspects of critical thinking: focus, supporting reasons, reasoning, organization, conventions, and integration. Findings revealed that students generally performed well in focus, supporting reasons, organization, and conventions, exhibiting well-developed proficiency in these areas. However, reasoning emerged as a significant area of weakness, with a substantial portion of students demonstrating only developing-level skills. The overall average score indicated a well-developed level of critical thinking, yet the persistent challenges in reasoning highlight the need for targeted pedagogical interventions that specifically address this crucial aspect. This study provides valuable insights for educators seeking to enhance critical thinking instruction and assessment within Indonesian universities, emphasizing the importance of fostering not only technical writing skills but also the deeper cognitive processes that underpin genuine critical inquiry. The results contribute to the ongoing evaluation of curricular reforms and inform future efforts to equip Indonesian students with the critical thinking skills necessary for success in the 21st century.

Conclusion

The study revealed that Indonesian university students generally demonstrate well-developed critical thinking skills in argumentative essays, particularly in focus, supporting reasons, organization, and conventions.However, a notable weakness exists in the area of reasoning, indicating a need for targeted pedagogical interventions.These findings contribute to the ongoing evaluation of curriculum reforms and highlight the importance of fostering deeper cognitive processes alongside technical writing skills.

Future Research

Further research should investigate effective pedagogical strategies to specifically enhance reasoning skills among Indonesian university students, potentially through the integration of explicit instruction in logical fallacies and argumentation techniques. Additionally, studies could explore the relationship between digital literacy and critical thinking in argumentative writing, examining how students evaluate online sources and construct evidence-based arguments in a digital environment. Finally, longitudinal studies tracking the development of critical thinking skills over time are needed to assess the long-term impact of educational interventions and inform curriculum development, ensuring that Indonesian students are equipped with the essential skills for success in the 21st century. These investigations should consider the unique cultural and educational context of Indonesia to develop tailored approaches that effectively promote critical thinking abilities.

References

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