Improving Students’ Critical Thinking through Guided Discovery Learning Method in Argumentative Texts Reading

Iswati, Henny Dwi; Purwati, Oikurema

doi:10.34050/elsjish.v5i4.24826

Open access Jurnal

Improving Students’ Critical Thinking through Guided Discovery Learning Method in Argumentative Texts Reading

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 5 No. 4 (2022) · pp. 701–705

DOI: 10.34050/elsjish.v5i4.24826
ISSN: 2621-0835, 2621-0843
Published: 2022-12-31
Publisher: Hasanuddin University
Language: en
License: creativecommons.org/licenses/by-nc-sa/4.0

Abstract

To effectively satisfy the 21st century learning capabilities, students' critical thinking abilities must be improved, especially in higher education. When learning to read, this can be performed. In this instance, the students should employ their critical reading strategies. students can employ critical reading practices to develop their critical thinking abilities. In this study, an argumentative text was chosen since students in higher education should be able to write scientific papers like theses and journal articles. This study aims to apply the Guided Discovery Learning method in critical reading classes using argumentative texts. This research was conducted on third semester students of the English Education study program, Surabaya State University. Data collection was obtained through observation, tests, and questionnaires. The results of the study show that the reading of argumentation texts becomes more in-depth and critical after the Guided Discovery Learning method is applied. This increase is partly due to the existence of elements of experience and concrete situations that make it easier for students to understand problems and make decisions in a comprehensive manner. Keywords: Critical Thinking, Guided Discovery Learning, Argumentative text.

Keywords

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9 authors · 29 co-authorship links

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Co-author	Organisation	Joint articles
Fithriyah Inda Nur Abida	Affiliation unknown	1
Rahayu Kuswardani	Affiliation unknown	1
Nur Fauzia	Affiliation unknown	1
Diana Budi Darma	Affiliation unknown	1
Fahri Fahri	Affiliation unknown	1
Nur Chakim	Affiliation unknown	1
Muh Aries Hilmi	Affiliation unknown	1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.

Original metadata (oai_dc)

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	<dc:title xml:lang="en">Improving Students’ Critical Thinking through Guided Discovery Learning Method in Argumentative Texts Reading</dc:title>
	<dc:creator xml:lang="en">Iswati, Henny Dwi </dc:creator>
	<dc:creator xml:lang="en">Purwati, Oikurema </dc:creator>
	<dc:subject xml:lang="en">Argumentative Text</dc:subject>
	<dc:subject xml:lang="en">Critical Thinking</dc:subject>
	<dc:subject xml:lang="en">Guided Discovery Learning</dc:subject>
	<dc:description xml:lang="en">To effectively satisfy the 21st century learning capabilities, students' critical thinking abilities must be improved, especially in higher education. When learning to read, this can be performed. In this instance, the students should employ their critical reading strategies. students can employ critical reading practices to develop their critical thinking abilities. In this study, an argumentative text was chosen since students in higher education should be able to write scientific papers like theses and journal articles. This study aims to apply the Guided Discovery Learning method in critical reading classes using argumentative texts. This research was conducted on third semester students of the English Education study program, Surabaya State University. Data collection was obtained through observation, tests, and questionnaires. The results of the study show that the reading of argumentation texts becomes more in-depth and critical after the Guided Discovery Learning method is applied. This increase is partly due to the existence of elements of experience and concrete situations that make it easier for students to understand problems and make decisions in a comprehensive manner.
Keywords: Critical Thinking, Guided Discovery Learning, Argumentative text.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2022-12-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/24826</dc:identifier>
	<dc:identifier>10.34050/elsjish.v5i4.24826</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 5 No. 4 (2022): December; 701-705</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/elsjish.v5i4</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/24826/9126</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2022 Henny Dwi  Iswati, Oikurema  Purwati</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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