EMPLOYING AFFECTIVE AND COGNITIVE STRATEGIES TO IMPROVE STUDENTS'S CRITICAL THINKING IN LEARNING PROCESS
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Date
2013-08-20
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TEFLIN International Conference, Indonesia University
Abstract
This paper discusses the use of affective and cognitive strategies to improve students'critical
thinking in learning process.The usually-conducted learning process has not been able to improu
students' critical thinking capacities.The process as such tends to transfer of knowledge rather
than provoking critical thought, and here, students merely learn for grades instead of knowledge.
Some of the academic attempts to overcome such learning problems are employing affective an(
cognitive strategies-Through one of affectiye strategies, developing intellectual courage, student!
learn to think independently and fairly. However, this affective strategy must be supported by
cognitive strategies consisting of two parts: macro abilities and micro skills. Reasoning dialogically
one of the macro abilities enables students to develop their horizon through exchanging differen1
viewpoints, and exploring ideas within different points of view. Giving reasons and evaluating
evidence and alleged facts are categorized into one of the micro skills, which are able to foster
students in examining and evaluating reasoning components, making conclusions based on the
evidence and factual claims though not everything offered as such should be accepted.Through
employing the three strategies, students seem 1) to have courage not only to think actively and
critically but also to admit different viewpoints or ideas fairly; 2) to be able to engage in fruitful an1
explanatory dialogue; and 3) to be able to insightfully discuss evidence relevant to the issue on
which the conclusions are based, also to be comfortable being asked to give reasons
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Keywords
affective and cognitive strategies, critical thinking, learning process