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THE CONTRIBUTION OF MOTIVATION COMPONENTS TOWARDS STUDENTS’ CRITICAL THINKING SKILLS IN BIOLOGY LEARNING USING AUGMENTED REALITY
Corresponding Author(s) : Aloysius Duran Corebima
Humanities & Social Sciences Reviews,
Vol. 8 No. 3 (2020): May
Abstract
Purpose of the study: The purpose of this research is to reveal the contribution of motivation components (attention, relevance, confidence, and satisfaction) towards critical thinking skills in biology learning.
Methodology: There were 129 equal student samples of Class X of Senior High School based on an equality test and randomly selected. Students’ learning motivation was measured using a questionnaire adapted from the ARCS model. The critical thinking skills were measured using an essay test and scored based on a critical thinking skill rubrics. Data analyzed uses multiple regression analysis to determine the contribution of motivation components towards critical thinking skills.
Main Findings: This result shows that teachers have a central role and irreplaceable in learning. The findings also indicate that the confidence and satisfaction components have the most stable contribution towards critical thinking skills in the three different learnings.
Applications of this study: The results of the research can be adopted by teachers to improve attention, relevance, confidence, and satisfaction in the learning process. Research results can also help teachers to take students’ attention in learning through the implementation of learning models and augmented reality.
Novelty/Originality of this study: a) There are no studies that examine the contribution of attention, relevance, confidence, and satisfaction to critical thinking skills in Indonesia. b) The most stable contribution of attention, relevance, confidence, and satisfaction to critical thinking skills in different learnings is identified.
Keywords
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- Afzal, H., Ali, I., Khan, M. A., & Hamid, K. (2010). A Study of university students’ motivation and its relationship with their academic performance. International Journal of Business and Management, 5(4), 80–88. https://doi.org/10.5539/ijbm.v5n4p80 DOI: https://doi.org/10.5539/ijbm.v5n4p80
- Ames, A. (1990). Motivation: What teachers need to know. Teachers College Record, 91(3), 409–421.
- Anderman, E. M., & Gray, D. (2015). Motivation, learning, and instruction. In International Encyclopedia of the Social & Behavioral Sciences (pp. 928–935). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26041-8 DOI: https://doi.org/10.1016/B978-0-08-097086-8.26041-8
- Azuma, R. T. (1997). A Survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. DOI: https://doi.org/10.1162/pres.1997.6.4.355
- Bahri, A., & Corebima, A. D. (2015). The contribution of learning motivation and metacognitive skill on cognitive learning outcome of students within different learning strategies. Journal of Baltic Science Education, 14(4), 487–500.
- Bamiro, A. O. (2015). Effects of guided discovery and think-pair-share strategies on secondary school students’ achievement in chemistry. SAGE Open, 5(1), 1–7. https://doi.org/10.1177/2158244014564754 DOI: https://doi.org/10.1177/2158244014564754
- Blanz, M. (2014). How do study satisfaction and academic performance interrelate? An investigation with students of Social Work programs. European Journal of Social Work, 17(2), 281–292. https://doi.org/10.1080/13691457.2013.784190 DOI: https://doi.org/10.1080/13691457.2013.784190
- Carlson, K. J., & Gagnon, D. J. (2016). Augmented reality integrated simulation education in health care. Clinical Simulation in Nursing, 12(4), 123–127. https://doi.org/10.1016/j.ecns.2015.12.005 DOI: https://doi.org/10.1016/j.ecns.2015.12.005
- Carrillo, F. A. G. (2012). ¿Can technology replace the teacher in the pedagogical relationship with the student? Procedia - Social and Behavioral Sciences, 46, 5646–5655. https://doi.org/10.1016/j.sbspro.2012.06.490 DOI: https://doi.org/10.1016/j.sbspro.2012.06.490
- Cheng, K.-H. (2017). Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes. Australasian Journal of Educational Technology, 33(4), 53–69. https://doi.org/10.14742/ajet.2820 DOI: https://doi.org/10.14742/ajet.2820
- Corebima, A. D. (2016). Pembelajaran biologi di Indonesia bukan untuk hidup [Biology learning in Indonesia is not for life]. Proceeding Biology Education Conference: Biology, Science, Enviromental Science, and Learning, 13, 8–22.
- Dai, D. Y., & Sternberg, R. J. (2004). Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (Vol. 42). Lawrence Erlbaum Associates, Inc. http://choicereviews.org/review/10.5860/CHOICE.42-2502 DOI: https://doi.org/10.4324/9781410610515
- Dhaqane, M. K., & Afrah, N. A. (2016). Satisfaction of students and academic performance in Benadir University. Journal of Education and Practice, 7(24), 59–63.
- Ennis, R. H. (1996). Critical thinking. Prentice-Hall, Inc.
- Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. http://faculty.education.illinois.edu/rhennis/docu-ments/TheNatureofCriticalThinking_51711_000.pdf.
- Finken, M. & Ennis, R. H. (1993). Illinois critical thinking essay test. University of Illinois.
- Frymier, A. B. (1994). A model of immediacy in the classroom. Communication Quarterly, 42(2), 133–144. https://doi.org/10.1080/01463379409369922 DOI: https://doi.org/10.1080/01463379409369922
- Frymier, A. B., & Shulman, G. M. (1995). “What’s in it for me?â€: Increasing content relevance to enhance students’ motivation. Communication Education, 44(1), 40–50. https://doi.org/10.1080/03634529509378996 DOI: https://doi.org/10.1080/03634529509378996
- Gavish, N., Gutiérrez, T., Webel, S., RodrÃguez, J., Peveri, M., Bockholt, U., & Tecchia, F. (2015). Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks. Interactive Learning Environments, 23(6), 778–798. https://doi.org/10.1080/10494820.2013.815221 DOI: https://doi.org/10.1080/10494820.2013.815221
- Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., & Mat, R. C. (2017). A review of the motivation theories in learning. The 2nd International Conference on Applied Science and Technology 2017 (ICAST’17), 1–7. https://doi.org/10.1063/1.5005376 DOI: https://doi.org/10.1063/1.5005376
- Hamjah, S. H., Ismail, Z., Rasit, R. M., & Rozali, E. A. (2011). Methods of increasing learning motivation among students. Procedia - Social and Behavioral Sciences, 18, 138–147. https://doi.org/10.1016/j.sbspro.2011.05.021 DOI: https://doi.org/10.1016/j.sbspro.2011.05.021
- Keller, J. M. (2010). Motivational design for learning and performance. Springer. https://doi.org/10.1007/978-1-4419-1250-3 DOI: https://doi.org/10.1007/978-1-4419-1250-3
- Khan, T., Johnston, K., & Ophoff, J. (2019). The impact of an augmented reality application on learning motivation of students. Advances in Human-Computer Interaction, 2019, 1–14. https://doi.org/10.1155/2019/7208494 DOI: https://doi.org/10.1155/2019/7208494
- Kolchenko, V. (2018). Can modern AI replace teachers? Not so fast! Artificial intelligence and adaptive learning: Personalized education in the AI age. HAPS Educator, 22(3), 249–252. https://doi.org/10.21692/haps.2018.032 DOI: https://doi.org/10.21692/haps.2018.032
- Krapp, A. (1999). Interest, motivation, and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23–40. https://doi.org/10.1007/BF03173109 DOI: https://doi.org/10.1007/BF03173109
- MartÃn-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51, 752–761. https://doi.org/10.1016/j.chb.2014.11.093 DOI: https://doi.org/10.1016/j.chb.2014.11.093
- Mehta, D., Dave, D., Koshiya, R., & Student, T. E. (2016). AR-book application integrated with augmented reality and cloud storage. International Journal of Innovative Research in Computer and Communication Engineering, 4(3), 6. https://doi.org/10.15680/IJIRCCE.2016. 0403170
- National Research Council and the Institute of Medicine. (2003). Engaging schools: Fostering high school students’ motivation. The National Academies press.
- Olaore, I. B. (2014). The impacts (positive and negative) of ICT on education in Nigeria. Developing Country Studies, 4(23), 154–156.
- Owens, M. T., & Tanner, K. D. (2017). Teaching as brain changing: Exploring connections between neuroscience and innovative teaching. CBE—Life Sciences Education, 16(2), 1–9. https://doi.org/10.1187/cbe.17-01-0005 DOI: https://doi.org/10.1187/cbe.17-01-0005
- Ozdamli, F., & Hursen, C. (2017). An emerging technology: Augmented reality to promote learning. International Journal of Emerging Technologies in Learning (IJET), 12(11), 121–137. https://doi.org/10.3991/ijet.v12i11.7354 DOI: https://doi.org/10.3991/ijet.v12i11.7354
- Partnership for 21st Century Skills. (2009). Framework for 21st century learning. http://www.p21.org/storage/documents/P21_Framework.pdf
- Posner, M. I., & Petersen, S. E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13(1), 25–42. DOI: https://doi.org/10.1146/annurev.ne.13.030190.000325
- Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(S1), 33. https://doi.org/10.21839/jaar.2018.v3iS1.165 DOI: https://doi.org/10.21839/jaar.2018.v3iS1.165
- Roberts, T. G., & Dyer, J. E. (2005). The relationship of self-efficacy, motivation, and critical thinking disposition to achievement and attitudes when an illustrated web lecture is used in an online learning environment. Journal of Agricultural Education, 46(2), 12–23. https://doi.org/10.5032/jae.2005.02012 DOI: https://doi.org/10.5032/jae.2005.02012
- Sampaio, D., & Almeida, P. (2018). Students’ motivation, concentration and learning skills using Augmented Reality. Proceedings of the 4th International Conference on Higher Education Advances (HEAd’18), 1559–1566. https://doi.org/10.4995/HEAD18.2018.8249 DOI: https://doi.org/10.4995/HEAD18.2018.8249
- Sander, P., & Sanders, L. (2006). Understanding academic confidence. Psychology Teaching Review, 12(1), 29–42.
- Semerci, Ç. (2011). The relationships between achievement focused motivation and critical thinking. African Journal of Business Management, 5(15), 6180–6185. https://doi.org/10.5897/AJBM10.1231
- Shaukat, S., & Bashir, M. (2015). University students’ academic confidence: Comparison between social sciences and natural science disciplines. Journal of Elementary Education, 25(2), 113–123.
- Shih, Y.-C., & Reynolds, B. L. (2015). Teaching adolescents EFL by integrating think-pair-share and reading strategy instruction: A quasi-experimental study. RELC Journal, 46(3), 221–235. https://doi.org/10.1177/0033688215589886 DOI: https://doi.org/10.1177/0033688215589886
- Suarman, S. (2015). Teaching quality and students’ satisfaction: The intermediatory role of relationship between lecturers and students of the higher learning institutes. Mediterranean Journal of Social Sciences, 6(2), 626–632. https://doi.org/10.5901/mjss.2015.v6n2p626 DOI: https://doi.org/10.5901/mjss.2015.v6n2p626
- Topala, I., & Tomozii, S. (2014). Learning satisfaction: Validity and reliability testing for students’ learning satisfaction questionnaire (SLSQ). Procedia - Social and Behavioral Sciences, 128, 380–386. https://doi.org/10.1016/j.sbspro.2014.03.175 DOI: https://doi.org/10.1016/j.sbspro.2014.03.175
- Valenzuela, J., Nieto, A. M., & Saiz, C. (2011). Critical thinking motivational scale: A contribution to the study of relationship between critical thinking and motivation. Electronic Journal of Research in Education Psychology, 9(24), 823–848. https://doi.org/10.25115/ejrep.v9i24.1475 DOI: https://doi.org/10.25115/ejrep.v9i24.1475
- Walker, P., & Finney, N. (1999). Skill development and critical thinking in higher education. Teaching in Higher Education, 4(4), 531–547. https://doi.org/10.1080/1356251990040409 DOI: https://doi.org/10.1080/1356251990040409
- Wang, X., & Zheng, H. (2016). Reasoning critical thinking: Is it born or made? Theory and Practice in Language Studies, 6(6), 1323–1331. https://doi.org/10.17507/tpls.0606.25 DOI: https://doi.org/10.17507/tpls.0606.25
- Wiyata, A., & Latief. (2002). Carok: Konflik kekerasan dan harga diri orang Madura [Carok: Violence conflict and pride of Madurese community]. LKiS.
- Wu, Y.-C., Hsieh, L.-F., & Lu, J.-J. (2015). What’s the relationship between learning satisfaction and continuing learning intention? Procedia - Social and Behavioral Sciences, 191, 2849–2854. https://doi.org/10.1016/j.sbspro.2015.04.148 DOI: https://doi.org/10.1016/j.sbspro.2015.04.148
- Zubaidah, S., Corebima, A. D., Mahanal, S., & Mistianah, M. (2018). Revealing the relationship between reading interest and critical thinking skills through remap GI and remap Jigsaw. International Journal of Instruction, 11(2), 41–56. https://doi.org/10.12973/iji.2018.1124a DOI: https://doi.org/10.12973/iji.2018.1124a
References
Afzal, H., Ali, I., Khan, M. A., & Hamid, K. (2010). A Study of university students’ motivation and its relationship with their academic performance. International Journal of Business and Management, 5(4), 80–88. https://doi.org/10.5539/ijbm.v5n4p80 DOI: https://doi.org/10.5539/ijbm.v5n4p80
Ames, A. (1990). Motivation: What teachers need to know. Teachers College Record, 91(3), 409–421.
Anderman, E. M., & Gray, D. (2015). Motivation, learning, and instruction. In International Encyclopedia of the Social & Behavioral Sciences (pp. 928–935). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26041-8 DOI: https://doi.org/10.1016/B978-0-08-097086-8.26041-8
Azuma, R. T. (1997). A Survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. DOI: https://doi.org/10.1162/pres.1997.6.4.355
Bahri, A., & Corebima, A. D. (2015). The contribution of learning motivation and metacognitive skill on cognitive learning outcome of students within different learning strategies. Journal of Baltic Science Education, 14(4), 487–500.
Bamiro, A. O. (2015). Effects of guided discovery and think-pair-share strategies on secondary school students’ achievement in chemistry. SAGE Open, 5(1), 1–7. https://doi.org/10.1177/2158244014564754 DOI: https://doi.org/10.1177/2158244014564754
Blanz, M. (2014). How do study satisfaction and academic performance interrelate? An investigation with students of Social Work programs. European Journal of Social Work, 17(2), 281–292. https://doi.org/10.1080/13691457.2013.784190 DOI: https://doi.org/10.1080/13691457.2013.784190
Carlson, K. J., & Gagnon, D. J. (2016). Augmented reality integrated simulation education in health care. Clinical Simulation in Nursing, 12(4), 123–127. https://doi.org/10.1016/j.ecns.2015.12.005 DOI: https://doi.org/10.1016/j.ecns.2015.12.005
Carrillo, F. A. G. (2012). ¿Can technology replace the teacher in the pedagogical relationship with the student? Procedia - Social and Behavioral Sciences, 46, 5646–5655. https://doi.org/10.1016/j.sbspro.2012.06.490 DOI: https://doi.org/10.1016/j.sbspro.2012.06.490
Cheng, K.-H. (2017). Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes. Australasian Journal of Educational Technology, 33(4), 53–69. https://doi.org/10.14742/ajet.2820 DOI: https://doi.org/10.14742/ajet.2820
Corebima, A. D. (2016). Pembelajaran biologi di Indonesia bukan untuk hidup [Biology learning in Indonesia is not for life]. Proceeding Biology Education Conference: Biology, Science, Enviromental Science, and Learning, 13, 8–22.
Dai, D. Y., & Sternberg, R. J. (2004). Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (Vol. 42). Lawrence Erlbaum Associates, Inc. http://choicereviews.org/review/10.5860/CHOICE.42-2502 DOI: https://doi.org/10.4324/9781410610515
Dhaqane, M. K., & Afrah, N. A. (2016). Satisfaction of students and academic performance in Benadir University. Journal of Education and Practice, 7(24), 59–63.
Ennis, R. H. (1996). Critical thinking. Prentice-Hall, Inc.
Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. http://faculty.education.illinois.edu/rhennis/docu-ments/TheNatureofCriticalThinking_51711_000.pdf.
Finken, M. & Ennis, R. H. (1993). Illinois critical thinking essay test. University of Illinois.
Frymier, A. B. (1994). A model of immediacy in the classroom. Communication Quarterly, 42(2), 133–144. https://doi.org/10.1080/01463379409369922 DOI: https://doi.org/10.1080/01463379409369922
Frymier, A. B., & Shulman, G. M. (1995). “What’s in it for me?â€: Increasing content relevance to enhance students’ motivation. Communication Education, 44(1), 40–50. https://doi.org/10.1080/03634529509378996 DOI: https://doi.org/10.1080/03634529509378996
Gavish, N., Gutiérrez, T., Webel, S., RodrÃguez, J., Peveri, M., Bockholt, U., & Tecchia, F. (2015). Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks. Interactive Learning Environments, 23(6), 778–798. https://doi.org/10.1080/10494820.2013.815221 DOI: https://doi.org/10.1080/10494820.2013.815221
Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., & Mat, R. C. (2017). A review of the motivation theories in learning. The 2nd International Conference on Applied Science and Technology 2017 (ICAST’17), 1–7. https://doi.org/10.1063/1.5005376 DOI: https://doi.org/10.1063/1.5005376
Hamjah, S. H., Ismail, Z., Rasit, R. M., & Rozali, E. A. (2011). Methods of increasing learning motivation among students. Procedia - Social and Behavioral Sciences, 18, 138–147. https://doi.org/10.1016/j.sbspro.2011.05.021 DOI: https://doi.org/10.1016/j.sbspro.2011.05.021
Keller, J. M. (2010). Motivational design for learning and performance. Springer. https://doi.org/10.1007/978-1-4419-1250-3 DOI: https://doi.org/10.1007/978-1-4419-1250-3
Khan, T., Johnston, K., & Ophoff, J. (2019). The impact of an augmented reality application on learning motivation of students. Advances in Human-Computer Interaction, 2019, 1–14. https://doi.org/10.1155/2019/7208494 DOI: https://doi.org/10.1155/2019/7208494
Kolchenko, V. (2018). Can modern AI replace teachers? Not so fast! Artificial intelligence and adaptive learning: Personalized education in the AI age. HAPS Educator, 22(3), 249–252. https://doi.org/10.21692/haps.2018.032 DOI: https://doi.org/10.21692/haps.2018.032
Krapp, A. (1999). Interest, motivation, and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23–40. https://doi.org/10.1007/BF03173109 DOI: https://doi.org/10.1007/BF03173109
MartÃn-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51, 752–761. https://doi.org/10.1016/j.chb.2014.11.093 DOI: https://doi.org/10.1016/j.chb.2014.11.093
Mehta, D., Dave, D., Koshiya, R., & Student, T. E. (2016). AR-book application integrated with augmented reality and cloud storage. International Journal of Innovative Research in Computer and Communication Engineering, 4(3), 6. https://doi.org/10.15680/IJIRCCE.2016. 0403170
National Research Council and the Institute of Medicine. (2003). Engaging schools: Fostering high school students’ motivation. The National Academies press.
Olaore, I. B. (2014). The impacts (positive and negative) of ICT on education in Nigeria. Developing Country Studies, 4(23), 154–156.
Owens, M. T., & Tanner, K. D. (2017). Teaching as brain changing: Exploring connections between neuroscience and innovative teaching. CBE—Life Sciences Education, 16(2), 1–9. https://doi.org/10.1187/cbe.17-01-0005 DOI: https://doi.org/10.1187/cbe.17-01-0005
Ozdamli, F., & Hursen, C. (2017). An emerging technology: Augmented reality to promote learning. International Journal of Emerging Technologies in Learning (IJET), 12(11), 121–137. https://doi.org/10.3991/ijet.v12i11.7354 DOI: https://doi.org/10.3991/ijet.v12i11.7354
Partnership for 21st Century Skills. (2009). Framework for 21st century learning. http://www.p21.org/storage/documents/P21_Framework.pdf
Posner, M. I., & Petersen, S. E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13(1), 25–42. DOI: https://doi.org/10.1146/annurev.ne.13.030190.000325
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(S1), 33. https://doi.org/10.21839/jaar.2018.v3iS1.165 DOI: https://doi.org/10.21839/jaar.2018.v3iS1.165
Roberts, T. G., & Dyer, J. E. (2005). The relationship of self-efficacy, motivation, and critical thinking disposition to achievement and attitudes when an illustrated web lecture is used in an online learning environment. Journal of Agricultural Education, 46(2), 12–23. https://doi.org/10.5032/jae.2005.02012 DOI: https://doi.org/10.5032/jae.2005.02012
Sampaio, D., & Almeida, P. (2018). Students’ motivation, concentration and learning skills using Augmented Reality. Proceedings of the 4th International Conference on Higher Education Advances (HEAd’18), 1559–1566. https://doi.org/10.4995/HEAD18.2018.8249 DOI: https://doi.org/10.4995/HEAD18.2018.8249
Sander, P., & Sanders, L. (2006). Understanding academic confidence. Psychology Teaching Review, 12(1), 29–42.
Semerci, Ç. (2011). The relationships between achievement focused motivation and critical thinking. African Journal of Business Management, 5(15), 6180–6185. https://doi.org/10.5897/AJBM10.1231
Shaukat, S., & Bashir, M. (2015). University students’ academic confidence: Comparison between social sciences and natural science disciplines. Journal of Elementary Education, 25(2), 113–123.
Shih, Y.-C., & Reynolds, B. L. (2015). Teaching adolescents EFL by integrating think-pair-share and reading strategy instruction: A quasi-experimental study. RELC Journal, 46(3), 221–235. https://doi.org/10.1177/0033688215589886 DOI: https://doi.org/10.1177/0033688215589886
Suarman, S. (2015). Teaching quality and students’ satisfaction: The intermediatory role of relationship between lecturers and students of the higher learning institutes. Mediterranean Journal of Social Sciences, 6(2), 626–632. https://doi.org/10.5901/mjss.2015.v6n2p626 DOI: https://doi.org/10.5901/mjss.2015.v6n2p626
Topala, I., & Tomozii, S. (2014). Learning satisfaction: Validity and reliability testing for students’ learning satisfaction questionnaire (SLSQ). Procedia - Social and Behavioral Sciences, 128, 380–386. https://doi.org/10.1016/j.sbspro.2014.03.175 DOI: https://doi.org/10.1016/j.sbspro.2014.03.175
Valenzuela, J., Nieto, A. M., & Saiz, C. (2011). Critical thinking motivational scale: A contribution to the study of relationship between critical thinking and motivation. Electronic Journal of Research in Education Psychology, 9(24), 823–848. https://doi.org/10.25115/ejrep.v9i24.1475 DOI: https://doi.org/10.25115/ejrep.v9i24.1475
Walker, P., & Finney, N. (1999). Skill development and critical thinking in higher education. Teaching in Higher Education, 4(4), 531–547. https://doi.org/10.1080/1356251990040409 DOI: https://doi.org/10.1080/1356251990040409
Wang, X., & Zheng, H. (2016). Reasoning critical thinking: Is it born or made? Theory and Practice in Language Studies, 6(6), 1323–1331. https://doi.org/10.17507/tpls.0606.25 DOI: https://doi.org/10.17507/tpls.0606.25
Wiyata, A., & Latief. (2002). Carok: Konflik kekerasan dan harga diri orang Madura [Carok: Violence conflict and pride of Madurese community]. LKiS.
Wu, Y.-C., Hsieh, L.-F., & Lu, J.-J. (2015). What’s the relationship between learning satisfaction and continuing learning intention? Procedia - Social and Behavioral Sciences, 191, 2849–2854. https://doi.org/10.1016/j.sbspro.2015.04.148 DOI: https://doi.org/10.1016/j.sbspro.2015.04.148
Zubaidah, S., Corebima, A. D., Mahanal, S., & Mistianah, M. (2018). Revealing the relationship between reading interest and critical thinking skills through remap GI and remap Jigsaw. International Journal of Instruction, 11(2), 41–56. https://doi.org/10.12973/iji.2018.1124a DOI: https://doi.org/10.12973/iji.2018.1124a