Profil Kemampuan Keterampilan Berpikir Kritis Anak
DOI:
https://doi.org/10.36312/ej.v4i1.1442Keywords:
Profil, Keterampilan Berpikir Kritis, AnakAbstract
Penelitian ini bertujuan untuk mengetahui profil Kemampuan Berpikir kritis Anak. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek yang di teliti adalah anak usia dini dengan bebrapa tahapan yakni menelaah seluruh data yang tersedia dari berbagai sumber, yaitu dari hasil pemecahan masalah tertulis, wawancara, dan pengamatan yang sudah dituliskan dalam catatan lapangan, melakukan reduksi data, menyusun dalam satuan- satuan yang selanjutnya dikategorisasikan, mengadakan pemeriksaan keabsahan data, analisis hal-hal yang menarik, dan penafsiran data atau kesimpulan. Hasil analisis yang diperoleh bahwa kemampuan berpikir kritis ada pada semua orang, akan tetapi tidak muncul secara sendiri, perlu usaha untuk mengembangkannya, salah satunya adalah dengan kemampuan dasar guru, yaitu keterampilan serta kemahiran dalam mendesaian pertanyaan yang dapat menumbuhkan kemampuan berpikir kritis anak. Hal ini terlihat dari aspek-aspek untuk mengukur berpikir kritis anak dalam pembelajaran berupa aspek Mengamati dan menarik kesimpulan, Membandingkan dua objek yang berbeda, Kemampuan bertanya dan mengemukakan pendapat, Mendiskusikan dan menganalisa cerita, Kerjasama dalam permainan. Dapat disimpulkan bahwa perkembangan kemampuan berpikir kritis pada anak adalah proses yang berlangsung sepanjang waktu. Pendidik dan orang tua dapat membantu anak mengembangkan keterampilan ini melalui berbagai aktivitas, seperti diskusi, memberikan tantangan intelektual, dan memberikan umpan balik yang konstruktif.
Profile of Children's Critical Thinking Skills
Abstract
This research aims to determine the profile of children's critical thinking abilities. This research is a qualitative descriptive study. The subjects studied were early childhood with several stages, namely reviewing all available data from various sources, namely from the results of written problem solving, interviews and observations that had been written in field notes, carrying out data reduction, arranging them in subsequent units. categorizing, checking the validity of the data, analyzing interesting things, and interpreting the data or conclusions. The results of the analysis show that the ability to think critically is present in everyone, but it does not appear alone, efforts are needed to develop it, one of which is the basic abilities of teachers, namely skills and proficiency in designing questions that can foster children's critical thinking abilities. This can be seen from the aspects to measure children's critical thinking in learning in the form of observing and drawing conclusions, comparing two different objects, ability to ask questions and express opinions, discussing and analyzing stories, collaboration in games. It can be concluded that the development of critical thinking skills in children is a process that takes place over time. Educators and parents can help children develop these skills through various activities, such as discussions, providing intellectual challenges, and providing constructive feedback.
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