The Practice of Critical Thinking Skills in Indonesian Islamic Senior High Schools

Abstract

This study investigates how teachers in Indonesian Islamic Senior High Schools implement Critical Thinking Skills. The research responds to Indonesia's 2013 curriculum reform that highlights critical thinking as a crucial 21st-century skill but lacks specific training for its classroom application. The study aims to examine the real-world practice of CTS by these teachers. The theoretical framework for this study is grounded in Robert Ennis's theory of Critical Thinking Skills and Lev Vygotsky's sociocultural perspective. These theoretical constructs provide the lens through which the research explores the relationship and social interactions between teachers and the school community. Ennis's theory offers key parameters for identifying and assessing critical thinking, while Vygotsky's sociocultural perspective helps contextualize these skills within the dynamics of social interactions and cultural influences. By integrating these theories, the study offers a comprehensive view of how critical thinking can be effectively cultivated in educational settings. This study is based on Robert Ennis's theory of Critical Thinking Skills and Lev Vygotsky's sociocultural perspective. Ennis's theory helps identify and assess critical thinking, while Vygotsky's perspective contextualizes it within social and cultural dynamics. The study aims to provide a comprehensive understanding of how critical thinking is cultivated in educational settings. In alignment with the principles of constructivism, this comprehensive qualitative case study was conducted in MAN1 and MAN2, located in Sumatra, Indonesia. To adhere to COVID-19 safety protocols, all data collection was performed online. The data were obtained through online open-ended interviews with 17 teachers across three different subject streams, as well as 24 students. The data was collected through interviews, online classroom observations and facilitated online Focus Group Discussions. The study identifies three types of teachers practising Critical Thinking Skills (CTS): outspoken, reserved, and adaptive. Reserved teachers align with Paul and Elder's concept of intellectual conformity but also fit Ennis's dual-nature theory, suggesting they may be critical thinkers despite not showing it because of the disposition they may have. This reserved nature can be explained by Vygotsky's internalization theory, which suggests that social experiences shape individual cognitive processes. In this context, their choice to be reserved stems from their social interactions, which become internalized. A mismatch is found between teachers' stated goals of incorporating CTS and their teaching methods during the pandemic. Limited time, a shift from in-person to online learning, essential curriculum content, and a student assessment system made teachers prioritize curriculum requirements over promoting CTS in students. If the problem is reduced, maybe teachers would likely focus on CTS. This hypothetical change highlights how system-wide factors could affect the use of CTS in schools. Despite the lack of government-sponsored CTS training and challenges during the pandemic, teachers remain committed to practising Critical Thinking Skills (CTS). My research also fills a gap in the literature by identifying various settings where teachers can develop CTS, such as classrooms, teacher lounges, administrative meetings, and even outside the school environment. The thesis concludes with implications for further research on teachers' practices and students' perceptions of CTS. This study aims to contribute to the growing literature on CTS and calls for more than just policy drafting by governmental agencies. Practical initiatives like workshops and training can bridge theory and practice, equipping teachers to better cultivate critical thinking in students.

Date of Award	1 Aug 2025
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Andrew Howes (Supervisor) & Robert Buck (Supervisor)