Penerapan pemikiran kritis dalam pengajaran dan pembelajaran pensyarah Institut Pendidikan Guru (IPG)

• Main Author: Fadzli, Dahalan
• Format: Thesis
• Language: English; English
• Published: 2018
• Subjects: LB1025-1050.75 Teaching (Principles and practice)
• Online Access: https://etd.uum.edu.my/6966/1/s94452_01.pdf; https://etd.uum.edu.my/6966/2/s94452_02.pdf; https://etd.uum.edu.my/6966/

Critical thinking is an intellectual process that occurs actively and in a disciplined manner that requires conceptualizing, applying, analysing and synthesizing skills. The main goal of critical thinking that is accentuated at various levels of educational institutions is to produce students who are competent with future job challenges. Although its role is recognized across disciplines, its importance is still not taken seriously in teacher education. Currently, teacher education programs are widely criticized for being impractical and ineffective in shaping critical thinking generation. This qualitative research aims to explore how critical thinking is applied by lecturers in their teaching practices at one of the teacher education institutes in the northern region of Peninsular Malaysia. A total of six lecturers who teach Science and Mathematics were selected as participants for this study. The data supporting this research were obtained through interviews, observations of teaching activities as well as from relevant documents. Data were then analysed using Atlas-ti software Version 7.0. The findings indicated that majority of the participants showed a positive disposition towards applying critical thinking in their teaching practices. This is translated in their understanding, willingness, and commitment shown in applying relevant elements in their teaching practices. Meanwhile, in the aspect of teaching practices, the participants were found to apply critical thinking through questioning oriented teaching method, group discussions, explanations, demonstrations and simulations. In general, participants had a positive disposition and were able to apply critical thinking in their teaching practices in their teacher education institution. Among the issues that arise in developing critical thinking in their institution include aspects of cognitive development, teaching practices, professional development, time constraints and standard assessment practices. Critical thinking has to be inculcated, developed and practised systematically by IPG lecturers through active learning strategies such as projects, simulations, oral discourses, concept maps and role-plays which are capable of stimulating critical thinking among students effectively