PENEROKAAN STRATEGI GURU UNTUK MENGGALAKKAN PEMIKIRAN KRITIS DALAM KALANGAN PELAJAR DI DUA SEKOLAH VERNAKULAR CINA, SELANGOR

Abstract

Critical thinking is one of the essential learning skills in 21st century education. Critical thinking empowers students to discover the truth; separating and distinguishing facts from opinions. With these skills, students learn how to discover facts and figures for themselves rather than just learning a set of facts or figures. Teachers ’teaching strategies have direct implications and can determine the success or failure of promoting critical thinking skills into their teaching. The purpose of this study was to identify the contextual practices of how teachers promote critical thinking skills in two Chinese Vernacular schools in Selangor, Malaysia. Although Chinese Vernacular schools in Malaysia have adapted to Malaysia's national identity, they still maintain Confucius-style values ​​and culture and education system. In addition, it aims to find out the challenges faced by teachers in applying critical thinking skills in their teaching. This study uses a qualitative survey study design. A total of 50 respondents from two Chinese Vernacular schools participated in this study. This study uses thematic analysis. The findings of the study indicate that teachers face challenges in several factors.