English Teachers’ Perception of Students’ Critical Thinking On English Subject: A Project-Based Learning Approach

Ayatillah, Ari (2024) English Teachers’ Perception of Students’ Critical Thinking On English Subject: A Project-Based Learning Approach. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Ayatillah, Ari, 2024: English Teachers’ Perception of Students’ Critical Thinking On English Subject: A Project-Based Learning Approach
Keywords: Teachers’ Perception, Critical Thinking, Project Based Learning Approach

The background of the study is that the researcher noticed that there were several students of Madrasah Tsanawiyah 01 Jember who were still reading the text and memorizing the material. The lack of critical thinking skills is the reason for the delay in achieving learning objectives. This study aims to explore English teachers' perceptions of students' critical thinking in Madrasah Tsanawiyah Negeri 01 Jember, focusing on the implementation of project-based learning approach.
The research questions in this research are: 1) How do teachers perceive specific critical thinking patterns do teachers observe on English Subject? 2) How do teachers perceive the effectiveness of Project-Based Learning in developing students critical thinking skills? 3) How do teachers perceive the challenges do teachers report regarding the implementation of Project-Based Learning to enhance critical thinking in English Subject?
The research method used was qualitative, with data collection through interviews and classroom observations. The research participant consisted of 33 students of eighth grade and 3 English teachers who implemented project based learning approach. The researcher used the Miles, Huberman, and Saldana approach to analyze the data, which included data collection, display, data condensation, and conclusion drafting. This study employed a triangulation technique and source to ensure the validity of the data.
The results teachers perceive critical thinking patterns as involving the interpretation of information, examination of explanations, inference skills, and comprehension assessment. Regarding Project-Based Learning, many teachers view it positively as an effective method for enhancing critical thinking skills, though some express concerns that it benefits active students while less active ones may struggle and rely on peers. Additionally, teachers face challenges including time constraints, classroom management issues, restrictions on technology use, and difficulties in assessing student performance.

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