| dc.identifier.citation | Atkinson, D. (1997). A critical approach to critical thinking in TESOL. Tesol Quarterly, 71-94. Elder, Linda, Richard Paul, 2010, Critical Thinking Development: A Stage Theory with Implications for Instruction, provided in http://www.criticalthinking.org/articl es/ct-development-a-stagetheory...,accessed on 09 Maret 2016 Ennis. R.H. 1996, Critical Thinkning. USA. Prentise. Hall. Inc Dennis K. 2008 .Menguak Rahasia Berfikir Kritis dan Kreatif. Jakarta: Prestasi Pustakaraya. Facione, P. A. (2007). Critical thinking: What it is and why it counts. Insight Assessment, 2007, 1-23. Johnson, D.W. & Johnson, R.T. 2002. Meaningful Assessment. Boston: Allyn & Bacon Lubezki, A., Dori, Y. J., & Zoller, U. 2004. “HOCS-Promoting Assessment of Students’ Performance on Environment-Related Undergraduate Chemistry.” Chemistry Education Research and Practice, 5(2), hlm. 175-184. Neilsen, A. R. (1989). Critical Thinking and Reading: Empowering Learners To Think and Act. Monograph on Teaching Critical Thinking Number 2. ERIC Clearinghouse on Reading and Communication Skills, 2805 E. 10th St., Smith Research Center, Suite 550, Bloomington, IN 47408. Norris, S. P., & Ennis, R. H. (1989). Evaluating Critical Thinking. The Practitioners' Guide to Teaching Thinking Series. Critical Thinking Press and Software, Box 448, Pacific Grove, CA 93950-0448; tele. Paul, R. 1990. Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World. Rohnert Park, CA: Center for Critical Thinking and Moral Critique. Phillips, V. & Bond, C. 2004. “Undergraduates’ Experiences of Critical Thinking.” Higher Education Research & Development, 23(3), hlm. 277-294. Regulation of the Minister of National Education of the Republic of Indonesia No. 41 (2007) on the Standard Process for Primary and Secondary Education Unit . Qiufang, W. (2009). Developing a conceptual framework for assessing Chinese university students' critical thinking skills [J]. Foreign Language World, 1, 008. Qosyim, Achmad. 2007. Studi Implikasi Socrates dalam Praktek Pendidikan. Surabaya: UNESA University Press Sardiman, AM. (Spiritualisme Dalam Pembelajaran IPS, makalah seminar nasional dalam rangka dies natalis ke-44 UNY, disampaikan tanggal 10 mei 2008 di hotel Shapir. 2008. Tsapartis, G. & Zoller, U. 2003. “Evaluation of Higher vs. Lowerorder Cognitive Skills-Type Examination in Chemistry: Implications for University in-class Assessment and Examination.” U.Chem.Ed., 7, hlm. 50-57. Utami Munandar. 2004. Pengembangan kreatifitas anak berbakat. Jakarta: Pusat Perbukuan Depdiknas dan PT Renika Cipta. Walker, G. H., 2005. “Critical Thinking in Asynchronous Discussions.”International Journal of Instrucyional Technology and Distance Learning, 2(6), hlm. 19-21. Yunarti, T. (2009). Metode Socrates dan Kemampuan Berpikir Kritis. Jurusan Pendidikan Matematika Universitas Lampung Zoller, U., Ben-Chaim, D., & Ron, S. 2000. “The Disposition toward Critical Thinking of High School and University Science Students: An Inter-Intra Isreaeli-Italian Study.” International Journal of Science Education, 22(6), hlm. 571- 582. | in_ID |
| dc.description.abstract | In instructional activities, critical thinking can assist students in improving their understanding of the materials studied by critically evaluating arguments in textbooks, journals, peer discussion, and teachers’ comments. Critical thinking is one of the high-level thought processes that can be used in the formation of students' conceptual system. By thinking critically, students can develop a meaningful experience, written and oral. To develop students’ critical thinking, instructional activities can conduct a Socratic Question Method. This method is able to improve critical thinking skill in any subject materials, including social studies. Social studies designed to develop knowledge, understanding, and analysis capabilities of the social conditions in entering a dynamic social life. To achieve these learning objectives, teacher should be acknowledging with effective learning strategies that can encourage students’ potential and the ability. Students who able to think critically would have better understanding the condition they live in. This paper aims to give clear description of how the Socratic Question method should be conducted in elementary social studies instructions. The step of this method are: 1) Dialectic, it means the method is carried out by two or more persons as pros and cons, or which have a difference of opinion; 2) Conversation, it means that the method is done in the form of a conversation or verbal communication; 3) Tentative, meaning the truth is sought temporary is not absolute, and the alternatives are open to all possibilities; 3) Empirical and inductive, means that all matters discussed and how the solution must be based on empirical matters; 4) Conceptual, means that methods aimed at the achievement of knowledge, understanding and concepts which better than before. | in_ID |
