INQUIRY –BASED LEARNING FOR ENHANCING CRITICAL THINKING SKILLS: INDONESIAN STUDENTS‘ PERSPECTIVES

Hersulastuti Hersulastuti

Abstract


This paper was mainly intended to shed light on students‘ response towards the implementation of Inquiry-Based Learning (IBL) in Reading and Writing subject, and explore its benefits for enhancing critical thinking skills from students‘perspectives in ELT context. This research was conducted through a qualitative case study approach. Three students of graduate program were purposively selected to be the participants. Data were gathered primarily from observation notes and interviews, and then further analyzed using interractive model analysis as proposed by Miles & Huberman (1994). The findings demonstrate that students have good responses towards the implementation of IBL. Moreover, IBL is beneficial to make students become more self-directed, selfdisciplined, self-monitored thinkers. Through IBL, students develop their critical thinking abilities: 1) raise vital questions and problems; 2) gather and assess relevant information; 3) drawing well-reasoned conclusions; and 4) communicate effectively with others to seek solution to complex problems.

Keywords


case study, critical thinking skills. inquiry-based learning

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