Argumentative Text as a Reflection of Non-Language Students' Critical Thinking Skills

Rahayu Fitri; Upit Yulianti DN

doi:10.59653/jemls.v4i02.2386

Authors

Rahayu Fitri Universitas PGRI Sumatera Barat, Indonesia
Upit Yulianti DN Universitas PGRI Sumatera Barat, Indonesia

DOI:

https://doi.org/10.59653/jemls.v4i02.2386

Keywords:

argumentative text, critical thinking, writing skills

Abstract

This study aims to analyze the critical thinking skills of non-language students in writing argumentative texts. This study uses mixed method with explanatory sequential design. The subjects of this study were non-language students who participated in argumentative text writing lessons. The research data were obtained through argumentative text writing assignments which were then analyzed based on critical thinking ability indicators. The results showed that the critical thinking ability of non-language students in writing argumentative texts was in the high category with an average score of 69,88. In general, students were able to convey claims clearly, provide relevant reasons, and present supporting data or evidence to support their arguments. Students also demonstrated the ability to connect arguments logically and draw conclusions that were in accordance with the discussion. However, some students still experienced difficulties in developing stronger evidence and considering other points of view more deeply. Based on these findings, it can be concluded that argumentative texts can be an effective medium for measuring and developing students' critical thinking skills. Therefore, learning to write argumentative texts needs to be continuously developed with strategies that encourage students to express arguments logically, supported by relevant data, and consider various points of view on a problem. This study contributes to the field of language and literacy education by demonstrating that critical thinking skills can be systematically identified through the analysis of argumentative texts produced by students from non-language disciplines. Unlike previous studies that predominantly focus on language learners, this research provides empirical insights into how argumentative writing reflects critical thinking processes among non-language students, thereby expanding the scope of critical thinking assessment in higher education.

Downloads

Download data is not yet available.

References

Adawiyah, R., & Mahmuddin, M. (2023). Effectiveness of Project-Based Learning in Improving Critical Thinking Skills and Environmental Concern Attitude in Vocational Students. Journal of Education Method and Learning Strategy, 2(1), 92–102. https://doi.org/10.59653/jemls.v2i01.390

Afrin, T., & Litman, D. (2023). Predicting Desirable Revisions of Evidence and Reasoning in Argumentative Writing. Findings of the Association for Computational Linguistics: EACL 2023, 2550–2561. https://doi.org/10.18653/v1/2023.findings-eacl.193

Akib, E., Muhsin, M. A., Hamid, S. M., & Irawan, N. (2024). Critical Thinking in Authentic Assessment: An Exploration into Argumentative Writing Non-English Department in Higher Education. International Journal of Language Education, 8(4). https://doi.org/10.26858/ijole.v8i4.70051

Andreucci-Annunziata, P., Riedemann, A., Cortés, S., Mellado, A., del Río, M. T., & Vega-Muñoz, A. (2023). Conceptualizations and Instructional Strategies on Critical Thinking in Higher Education: A Systematic Review of Systematic Reviews. Frontiers in Education, 8, 1141686. https://doi.org/10.3389/feduc.2023.1141686

Andriessen, J. (2014). Argumentation in Higher Education: Examples of Actual Practices with Argumentation Tools. Springer.

Backman, Y., Reznitskaya, A., Gardelli, V., & Wilkinson, I. A. G. (2023). Beyond Structure: Using the Rational Force Model to Assess Argumentative Writing. Written Communication, 40(2), 555–585. https://doi.org/10.1177/07410883221148664

Bean, J. C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (2nd ed.). Jossey-Bass.

Beniche, M. (2023). The Correlation Between Critical Thinking Skills and Argumentative Writing Skills in Moroccan Higher Education. International Journal of Language and Literary Studies, 5(1). https://doi.org/10.36892/ijlls.v5i1.1226

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). SAGE Publications.

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52.

Ennis, R. H. (2011). Critical thinking: Reflection and perspective. Inquiry: Critical Thinking Across the Disciplines, 26(1), 4–18.

Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184.

Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment.

Ghunu, L. (2023). Keterampilan Menulis Argumentasi dalam Pembelajaran Bahasa Indonesia. Deepublish.

Halpern, D. F. (2014). Thought and Knowledge: An Introduction to Critical Thinking (5th ed.). Psychology Press.

Halum, Y. S., & Guna, S. (2021). The Manifestation of Critical Thinking Elements in EFL Students’ Argumentative Writing. TELL-US Journal, 7(2). https://doi.org/10.22202/tus.2021.v7i2.4913

Harahap, R. (2022). Keterampilan Menulis dalam Pembelajaran Bahasa Indonesia. Rajawali Pers.

Hyland, K. (2013). Writing in the university: Education, knowledge and reputation. Language Teaching, 46(1), 53–70.

Keraf, G. (2007). Argumentasi dan Narasi. Gramedia Pustaka Utama.

Kuhn, D. (2015). Thinking together and alone. Educational Researcher, 44(1), 46–53.

Lai, E. R. (2011). Critical Thinking: A Literature Review.

Latief, J. A., Haliadi, H., Muchlis, A. A., & Afni, N. (2024). Information Literacy: Utilization of Taman Budaya and Museum UPT Towards Motivation for Learning History. Journal of Education Method and Learning Strategy, 2(2), 322–331. https://doi.org/10.59653/jemls.v2i02.824

Lea, M. R., & Street, B. V. (2006). The academic literacies model: Theory and applications. Theory Into Practice, 45(4), 368–377.

Paul, R., & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life (2nd ed.). Pearson.

Pohan, E., Emilia, E., & Damayanti, I. L. (2025). Using Task-Based Learning to Teach Argumentative Writing and Foster Critical Thinking in Higher Education. English Review: Journal of English Education, 13(2), 553–562. https://doi.org/10.25134/erjee.v13i2.11839

Rapanta, C., & Felton, M. K. (2022). Learning to Argue Through Dialogue: A Review of Instructional Approaches. Educational Psychology Review, 34(1), 477–509. https://doi.org/10.1007/s10648-021-09637-2

Siegel, H. (2021). Educating Reason: Rationality, Critical Thinking, and Education. Routledge.

Toulmin, S. (2003). The Uses of Argument (Updated). Cambridge University Press.

Utomo, B. (2023). Implementation of Problem-Based Learning to Develop Students Creative Thinking Ability. Journal of Education Method and Learning Strategy, 1(1), 9–18. https://doi.org/10.59653/jemls.v1i01.12

Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 31(2), 8–19.

Zhao, H., Dang, T. N. Y., & Finlayson, N. (2025). Operationalising Critical Thinking in Postgraduate Disciplinary Writing: Insights from Corpus and Cluster Analyses of Lecturer Feedback. Assessment & Evaluation in Higher Education, 50(3), 422–441. https://doi.org/10.1080/02602938.2024.2406869