PERAN GAYA BERPIKIR AKTIF TERBUKA (ACTIVELY OPENMINDED THINKING) DALAM MEMPREDIKSI KEMAMPUAN PEMECAHAN MASALAH SECARA REFLEKTIF
Abstract Views:
1016 times
PDF - FULL TEXT Downloads:
2046 times
Abstract
Abstrak Dengan kemajuan teknologi dan informasi, terkadang kebenaran berita maupun informasi tersebut belum dapat diketahui namun sudah dipercaya oleh masyarakat. Tak jarang masyarakat tertipu dengan hal tersebut dan bahkan dapat merugikannya. Maka dari itu peningkatan kemampuan sumber daya manusia diperlukan untuk beradaptasi dalam era globalisasi tersebut, termasuk dalam kemampuan berpikir kritis yang reflektif. Secara teoretis, kemampuan berpikir kritis dilandasi oleh sifat atau disposisi tertentu, seperti gaya berpikir yang aktif dan terbuka (Stanovich, 2014). Penelitian ini bertujuan untuk mengetahui kaitan antara gaya berpikir aktif terbuka dan kemampuan pemecahan masalah secara reflektif. Data penelitian ini diperoleh dari sebuah survei menggunakan angket yang berisi skala AOT (Actively Open-Minded Thinking) dan adaptasi CRT (Cognitive Reflection Test) untuk mengukur kemampuan berpikir kritis dalam bentuk pemecahan masalah secara reflektif. Partisipan penelitian ini adalah 416 mahasiswa angkatan 2015 dan 2017 Fakultas Psikologi Universitas Surabaya. Uji korelasi non-parametrik (Spearman) menunjukkan adanya hubungan positif namun lemah antara gaya berpikir aktif terbuka dan kemampuan berpikir kriris yang reflektif (r=0,133; p= 0,003). Penelitian ini mendiskusikan beberapa kemungkinan lemahnya korelasi ini, termasuk kemungkinan terkait reliabilitas instrumen serta tingkat kesulitan yang kurang sesuai dengan kemampuan partisipan. Saran untuk penelitian selanjutnya adalah agar melakukan kontrol pada bias sosial di alat ukur skala AOT dan penyesuaian jenis dan tingkat kesulitan tes berpikir kritis.
Kata kunci: berpikir kritis, gaya berpikir aktif terbuka, Skala AOT, CRT, mahasiswa.
Abstract The improvement of technology and information, sometimes the truth of the news and information hasn’t been known but already trusted in society. Not rarely society have been tricked by it and even can be disadvantageous. Therefore, the improvement of human resource capacity is needed to adapt in the globalization, including in the ability of reflective critical thinking. Theoretically, the ability to think critically based on certain traits or dispositions, such as an actively openminded thinking (Stanovich, 2014). This study aims to determine the relationship between actively open-minded thinking disposition and problem-solving reflectively abilities. This research data was obtained from a survey using an AOT (Actively Open-Minded Thinking) Scale and adaptation CRT (Cognitive Reflection Test) to measure critical thinking skills in the form of problem-solving reflectively. Participants of this study were 416 students of 2015 and 2017 Faculty of Psychology, University of Surabaya. Non-parametric correlation test (Spearman) showed a positive but weak relationship between open-minded thinking and problem-solving reflectively (r = 0,133; p = 0,003). This research discusses some of the possible weaknesses of this correlation, including possibilities related to instrument reliability and difficulty levels that are less appropriate to the participants abilities. The suggestion for further research is to control the social bias in the AOT scale and adjust the type and level of difficulty of critical thinking test.
Keyword: Critical Thinking, Open Minded Thinking Disposition, AOT Scale, CRT, Collage Students.
Downloads
References
Anindito, A., & Sumintono, B. (2017). Keterbukaan Berpikir sebagai Karakter Intelektual: Konsep, Pengukuran, dan Signifikansi untuk Pendidikan. Journal (belum diterbitkan).
Azwar, S. (1998). Metode Penelitian (1st ed.). Yogyakarta: Pustaka Pelajar.
Baron , J., Scott, S., Fincher, K., & Metz, S. E. (2015). Why does the Cognitive Reflection Test ( sometimes ) predict utilitarian moral judgment ( and other things )?. Journal of Applied Research in Memory and Cognition, 4(3), 265–284.
Bonney, C. R., & Sternberg, R. J. (2011). Handbook of Research on Learning and Instruction. In R. E. Mayer & P. A. Alexander (Eds.). New York: Routledge.
Burbach, M. E., Matkin, G. S., Quinn, C. E., & Searle, T. P. (2012). The Impact of Preparing Agriculture Faculty to Influence Student Critical Thinking DispositionTitle. Journal of Agricultural Education, 53(2), 1–14.
Ennis, R. H. (1996). Critical Thinking Dispositions : Their Nature and Assessability. Informal Logic, 18(1996), 165–182.
Facione, P. A. (1990). Critical Thinking : A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. California Academic Press, 423(c), 1–19.
Facione, P. A. (2000). The Disposition Toward Critical Thinking : Its Character, Measurement , and Relationship to Critical Thinking Skill. Informal Logic, 20(1), 61-84.
Frederick, S. (2005). Cognitive Reflection and Decision Making. Journal of Economic Perspectives, 19(4), 25–42.
Haran, U., & Mellers, B. A. (2013). The role of actively open-minded thinking in information acquisition , accuracy , and calibration. Judgment and Decision Making, 8(3), 188–201.
Hare, L. O., & Mcguinness, C. (2009). Measuring critical thinking , intelligence, and academic performance in psychology undergraduates. The Irish Journal of Psychology, 30(3), 123–131.
Kahan, D. M., & Corbin, J. C. (2016). A note on the perverse effects of actively open-minded thinking on climate-change polarization. Research and Politics, 1-5
Kahan, D. M. (2013). Ideology, motivated reasoning, and cognitive reflection. Judgment and Decision Making, 8(4), 407-424.
Kimberlin, C. L., & Winterstein, A. G. (2008). Validity and reliability of measurement instruments used in research. Am J Health-Syst Pharm—, 65, 2277-2284.
Lai, E. R. (2011). Critical Thinking : A Literature Review Research Report. Pearson Research Reports, 1-49.
Macpherson, R., & Stanovich, K. E. (2007). Cognitive ability , thinking dispositions, and instructional set as predictors of critical thinking. Learning and Individual Differences, 17, 115–127.
Marks, A. D. G., Hine, D. W., Blore, R. L., & Phillips, W. J. (2007). Assessing individual differences in adolescents ’ preference for rational and experiential cognition. Personality and Individual Differences, 44, 43-51.
Rodgers, C. (2002). Defining Reflection:Another Look at John Dewey and Reflective Thinking. Teacher Collage Record, 104, 842–866.
Singarimbun, M., & Effendi, S. (1989). Metode penelitian survai. Jakarta: LP3ES.
Stanovich, K. E. (2014). What intelligence test miss: the psychology of rational thought. USA: Mary Cady Tew Memorial Fund.
Stanovich, K. E. (2016). The Comprehensive Assessment of Rational Thinking,. Educational Psychologist. 0(0), 1–12.
Stanovich, K. E., & West, R. F. (1997). Reasoning Independently of Prior Belief and Individual Differences in Actively Open-Minded Thinking. Journal of Educational Psychology, 89(2), 342–357.
Stanovich, K. E., & West, R. F. (2014). The Assessment of Rational Thinking: IQ≠ RQ. Teaching of Psychology, 41(3), 265-271.
Stanovich, K. E., West, R. F., & Toplak, M. E. (2016). The Rationality Quotient: toward a test of rational thinking. Cambridge: MIT Press.
Sugiyono. (2016). Metode Penelitian Kuantitatif,Kualitatif dan R&D. Bandung: Alfabeta.
Toplak, M. E., West, R. F., & Keith, E. (2013). Assessing miserly information processing : An expansion of the Cognitive Reflection Test. Thinking & Reasoning, 0(0), 1–22.
West, R. F., Meserve, R. J., Stanovich, K. E. (2012). Cognitive Sophistication Does Not Attenuate the Bias Blind Spot. Journal Personality and Social Psychology, 1-13.
Widhiarso, W. (2011). Evaluasi Properti Psikometris Skala Kepatutan Sosial Adaptasi dari Marlowe-Crowne Social Desirability Scale. Insan, 13(1), 138–148.
Yuwanto, L. (2009). Panduan Analisis Statistik Program R. Surabaya: ITS Press.
- Articles published in CALYPTRA are licensed under a Creative Commons Attribution-ShareAlike 4.0 International license. You are free to copy, transform, or redistribute articles for any lawful purpose in any medium, provided you give appropriate credit to the original author(s) and the journal, link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
- Copyright on articles is retained by the respective author(s), without restrictions. A non-exclusive license is granted to CALYPTRA to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
- By publishing in CALYPTRA, authors grant any third party the right to use their article to the extent provided by the Creative Commons Attribution-ShareAlike 4.0 International license.
