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Arguments in Critical Thinking Ability

Conference Paper · January 2018

DOI: 10.2991/icomse-17.2018.4

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Nonik Indrawatiningsih
State University of Malang
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 Advances in Social Science, Education and Humanities Research, volume 218
First International Conference on Science, Mathematics, and Education, (ICoMSE 2017)

Arguments in Critical Thinking Ability

1stNonik Indrawatiningsih
STKIP PGRI Pasuruan
Pasuruan, Indonesia
[email protected]

Abstract—The ability to think critically is an essential skill providing a proof is a crucial aspect of explaining a reason
and becomes one of the primary goals in college. A person who for the claim/argument [9].
can think critically will be able to use appropriate criteria to
evaluate an argument. There must be clear evidence and Students who can examine and evaluate
accompanied by a plausible explanation. This study aims to arguments/claims are supporting evidence that the student
investigate students' critical thinking skills in determining an has critical thinking skills [10]. The ability to think critically
argument. The subject is the students of mathematics education can encourage students to think independently and solve
program at one private university in Pasuruan, i.e., 31 students. problems in the context of everyday life [11]. As'ari states
Then, some students who have unique answers are selected to be
that a person who has the ability to think critically is the one
interviewed further about their critical thinking ability to an
argument. This research is a descriptive qualitative research. who can determine whether a statement or an issue has been
Based on the results of a written test of 31 students, there is one given arguments/claims or not [12]. A person who has the
student who has a unique answer. The answer is different from ability to think critically should be able to evaluate
other students, so from the results of these tests, the student is information from various sources of information.
selected for the further interview. The findings of this study
highlighted that the student can mention arguments with the Arguments are a core component of critical thinking,
accurate reasons and has a potential to have the ability to think which includes the ability to construct its own argument,
critically. agree or disagree with claims to the information/news that has
been heard [14;15;16]. Accordingly, someone who has the
Keywords— argument, Critical Thinking Ability
ability to think critically should be able to criticize news or
I. INTRODUCTION reports from various sources of information. It involves
critical thinking and argumentation skills to determine
Critical thinking is an essential skill that every student in whether the claim/argument has been given right or wrong
Higher Education should develop. This skill is vital to assess [13]. Students must justify their arguments supported by the
any information, explain the reasons and be able to solve evidence to argue that arguments must be accompanied by
problems that have not known the solution. In addition, contradictory examples or facts that do not support
Douglas also said that critical thinking skills are generally
recognized as essential skills and become one of the primary As was discussed above, students' ability in determining
goals in college [1]. Critical thinking skills are preferred over argument becomes an important indicator for students who
algorithmic cognitive abilities. It is also expressed by Amit have critical thinking ability. For this reason, this research has
and Azikovitsh that the current reformation in mathematics been participated by the mathematics students who have the
education throughout the world includes the transition from answers which is unique or different from the others in order
algorithmic cognitive abilities towards higher cognitive to find out if students who have unique answers or have the
abilities, i.e., critical thinking skills [2]. potential to have critical thinking skills. Is argument an
important indicator used to track one's critical thinking
According to Ennis, critical thinking is a reflective ability.
thought which is plausible and focuses on what decisions to
believe or what to do [3]. Ennis defines the ability to think II. METHODS
critically related to decision making whether someone should This research has been administered using a qualitative
believe or not in an argument [4]. One indicator of people descriptive research. The subject of the research was the
who have the ability to think critically is he/she can evaluate students of Mathematics Education Study Program at one of
the accuracy of various arguments. In the same way, Cottrell the private universities in Pasuruan force year 2015 amounted
also conveys that evaluation is an essential part of critical to 31 students. There were 31 students tested and then some
thinking, involving a series of cognitive processes aimed of them, who have unique answers, have been selected and
identifying a problem, choosing a solution plan, and interviewed further. A semi-structured interview was
evaluating. Assuming this, people who have the ability to conducted to investigate the results of tests that have been
think critically can use appropriate criteria to evaluate an done in depth. The instrument used is the critical thinking
argument [5]. ability of the material of triangular congruence which is made
In a study conducted by Norris and Phillips shows that in the form of proof which refers to the indicator of critical
there are still many students who have difficulty in thinking ability, namely argument identification. The
determining a claim/argument and provide a proof of the instrument that is examined to the students as a following Fig.
claim/argument that has been given to him [6]. Therefore, 1.
students’ critical thinking skill – in this case is the skill in Interviews were carried out with the questions that
analyzing an argument- needs to be provoked. Furthermore, focused on how they explained the answers already done to
know whether there was a potential for critical thinking skills
or not. Interviews are conducted for 20-30 minutes. The

Copyright © 2018, the Authors. Published by Atlantis Press.

This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 12
 Advances in Social Science, Education and Humanities Research, volume 218

interviews were recorded and then transcribed and finally

coded.

Pay attention to the picture below!

Prove that ∆𝐴𝐵𝐶 ≅ ∆𝐶𝐷𝐴!

Solution
• 𝐴𝐵 // 𝐷𝐶 as a consequence ̅̅̅̅
𝐴𝐵 = ̅̅̅̅
𝐶𝐷
𝐴𝐷// 𝐵𝐶 as a consequence 𝐴𝐷̅̅̅̅ = ̅̅̅̅
𝐵𝐶
̅̅̅̅ on ∆𝐴𝐵𝐶 = 𝐴𝐶
𝐴𝐶 ̅̅̅̅ on ∆𝐴𝐵𝐶 (coinciding)
Based on triangle congruent theorem is side, side, side, so ∆𝐴𝐵𝐶 ≅ ∆𝐶𝐷𝐴
• ∠𝐵𝐴𝐶 = ∠𝐷𝐶𝐴 (in the opposite, because of 𝐴𝐵 // 𝐷𝐶)
̅̅̅̅ on ∆𝐴𝐵𝐶 = 𝐴𝐶
𝐴𝐶 ̅̅̅̅ on ∆𝐶𝐷𝐴 (coinciding)
Based on triangle congruent theorem was corner, side, corner, so∆𝐴𝐵𝐶 ≅ ∆𝐶𝐷𝐴

Which of the following is classified to argument and non-argument? Give the reason!
̅̅̅̅ = 𝐶𝐷
1. If 𝐴𝐵 ̅̅̅̅ , 𝐴𝐷
̅̅̅̅ = 𝐵𝐶
̅̅̅̅ , 𝐴𝐶
̅̅̅̅ = 𝐴𝐶
̅̅̅̅ so∆𝐴𝐵𝐶 ≅ ∆𝐶𝐷𝐴
̅̅̅̅̅
𝐴𝐵 = 𝐶𝐷 ̅̅̅̅ , 𝐴𝐷
̅̅̅̅ = 𝐵𝐶
̅̅̅̅ ,𝐴𝐶
̅̅̅̅ = 𝐴𝐶̅̅̅̅
So ∆𝐴𝐵𝐶 ≅ ∆𝐶𝐷𝐴
2. ∠𝐵𝐴𝐶 = ∠𝐷𝐶𝐴
̅̅̅̅ = 𝐴𝐶
𝐴𝐶 ̅̅̅̅
∠𝐴𝐶𝐵 = ∠𝐶𝐴𝐷
So ∆𝐴𝐵𝐶 ≅ ∆𝐶𝐷𝐴
3. If 𝐴𝐵 // 𝐷𝐶 as a consequence 𝐴𝐵 ̅̅̅̅ = 𝐶𝐷
̅̅̅̅
If 𝐴𝐷// 𝐵𝐶 as a consequence 𝐴𝐷 ̅̅̅̅ = 𝐵𝐶
̅̅̅̅
̅̅̅̅
𝐴𝐶 = ̅̅̅̅𝐴𝐶
So ∆𝐴𝐵𝐶 ≅ ∆𝐶𝐷𝐴
4. If ∠𝐵𝐴𝐶 = ∠𝐷𝐶𝐴, 𝐴𝐶 ̅̅̅̅ = 𝐴𝐶̅̅̅̅ and ∠𝐴𝐶𝐵 = ∠𝐶𝐴𝐷 So ∆𝐴𝐵𝐶 ≅ ∆𝐶𝐷𝐴
5. If ̅̅̅̅̅
𝐴𝐵 = 𝐶𝐷 ̅̅̅̅ , 𝐴𝐷
̅̅̅̅ = 𝐵𝐶̅̅̅̅ , and 𝐴𝐶
̅̅̅̅ = 𝐴𝐶
̅̅̅̅ so ∆𝐴𝐵𝐶 ≅ ∆𝐶𝐷𝐴

Fig. 1. Test Instrument

III. RESULTS indicator of a person who has critical thinking skills [10]. The
following will explain the results and discussion of the
The arguments referred to in this study is a collection of research.
statements that have a causal relationship or a sentence
consisting of several statements and conclusions. This study The test revealed that there was only one from 31 students
aims to investigate students who potentially have the ability to who has a unique answer. The answer is different from other
think critically using with identifying their unique answers students so that researchers conduct further interviews with
and examine them whether they can explain the argument or the student. Interviews here aim to identify if students who
not. This suggests that the argument is a fundamental indicator have this unique answer have the potential to have critical
that must be possessed by people who have the ability to think thinking skills and how the student explains the arguments that
critically. Likewise, O'Rourke also conveys that students who the researcher has given while pointing out that the argument
are able to examine and evaluate arguments/claims are is a fundamental indicator to track whether a person has
supporting evidence that the student has critical thinking skills critical thinking skills or not. Here are the results of student
[8]. A person who knows that the sentence/information that tests that have different answers with other students.
has been given to him or she is an argument or not is an

Fig. 2 the test result student about the argument

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 Advances in Social Science, Education and Humanities Research, volume 218

The following was the interview result of the out that based on the test results and continued with
subject about the argument the above interview. There are findings that the subject
is able to analyze the information and can mention that
R : for number 1 you answered an argument. Why? the information has been given an argument or not and
S : the argument loaded conclusion, in here there he can give reasons/clarification why it is called
was statement 1 and statement 2 and both arguments.
statements could be concluded. A person who cannot distinguish whether the
R : which one was the statements? information that has been given to him is an argument
or not means the person cannot think critically. As
S : if ̅̅̅̅
AB = ̅̅̅̅CD, ̅̅̅̅
AD = ̅̅̅̅
BC, ̅̅̅̅
AC = ̅̅̅̅
ACso ∆ABC ≅ Asari says that if one cannot determine whether an
∆CDA these were statement 1AB ̅̅̅̅ = ̅̅̅̅
CD, ̅̅̅̅
AD = ̅̅̅̅
BC, information that has been given to it is a
̅̅̅̅ ̅̅̅̅
AC = AC these were statement 2, so ∆ABC ≅ claim/argument or not, or the person cannot
∆CDA was the conclusion distinguish which is the premise and what is the
R : did the argument have to load statement and conclusion in an argument, the person is far from being
conclusion? said to have the ability to think critically [10]. Such
people tend not to have critical thinking skills.
S : yes ma'am, for example, there was no conclusion
it meant that it was no argument. O'Rourke argues that students who can examine
and evaluate an argument/claim, identify and evaluate
R : was the statement same with the premise? And an argument, and can provide supporting evidence,
then the conclusion? then the student performs an essential part of critical
S : in my opinion they were same thinking [8]. It also occurs on this subject, he can
check and assess whether the information that has
R : could you be explained what premise/statement been given is an argument or not, otherwise he can also
was? give a reason why it is called an argument or not so
that this subject can already be concluded that he was
S : premise was …. (while thinking). I did not define involved in critical thinking and have the ability to
it ma'am, but the example was like number 1 if think critically.
̅̅̅̅ = CD
AB ̅̅̅̅, AD
̅̅̅̅ = BC
̅̅̅̅, AC
̅̅̅̅ = AC
̅̅̅̅ so ∆ABC ≅ ∆CDA
The results show that the most crucial primary
R : how about the conclusion? indicator in critical thinking ability is that students can
S : based on the conclusion was taken from some define arguments or not against information that has
premises/statements then gave the conclusion been given to them. Evaluating arguments against
existing information is an essential tool for assessing
From the conversation above the subject can students' critical thinking skills especially knowledge
already understand that the argument must contain a set of arguments. It is vital that students be able to filter
of premises and conclusions. If there is no conclusion the information well and not get stuck from the
by subject, it is not an argument. Subjects are also able arguments/claims that have been said by someone.
to name their respective premises and conclusions. The The ability to think critically is necessary for students
above conversation indicates that the subject of to succeed in the future. Therefore, critical thinking
potential possesses critical thinking skills, this is skills must be applied and developed in the core
evident when in-depth interviews are conducted on curriculum and teaching and learning process to
arguments. The subject can determine whether it is an produce students who have the quality of thinking of
argument or not and clarify that the characteristics of future leaders. Therefore, it is essential to develop
the argument must contain the premise and conclusion students' critical thinking skills in all subject lessons,
while not the argument only contains the premise especially mathematics. Mathematics learning not
without conclusion. However, the subject has not only teaches mathematical content.
connected a valid and invalid argument. He has only
limited to explaining arguments and arguments, not yet V. CONCLUSION
getting into more in-depth content about valid and Based on the results and discussion above, the
invalid arguments. conclusions can be drawn is as follows.
IV. DISCUSSION 1. Based on the test results from 31 students, there is
Based on the information received by the only one student who has a unique answer which
researcher, the subject is classified as a student who subsequently conducted interviews related to the
has the moderate academic achievement. At the time answer.
of the learning process took place in the subject is also 2. After interviewing the answer, it turns out this
not very active in learning. The value of his student has the potential for critical thinking skills
achievements was also standard. However, it turned whereas this student belongs to students who have

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 Advances in Social Science, Education and Humanities Research, volume 218

3. moderate academic achievement and time of current research (pp. 37–56). Dordrecht, The Netherlands:
learning process in this student class is not active. Springer, 2012
4. Arguments are the necessary and essential tool for [6] S. P. Norris, & L. M. Phillips, “Reading science: How naïve
knowing whether a person has the potential to have view of reading hinders so much else”. In A. Zohar & Y. J. Dori
critical thinking skills. [7] M.J. Ford, “Disciplinary authority and accountability in
scientific practice and learning,” Science Education, vol. 92(3),
ACKNOWLEDGMENT pp 404–423, 2008
[8] M. O’Rourke, UI critical thinking handbook. Retrieved from
The paper is supported by The Indonesian http://www.webpages.uidaho.edu/crit_think/, 2005
Endowment Fund for Education (LPDP). [9] S. Jacob, “Mathematical achievement and critical thinking skills
in asynchronous discussion forums,” Procedia - Social and
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