Rahima, Annisa Rizqa (2023) The Use of Questioning Strategy in Promoting Students' Critical Thinking. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Critical thinking is a crucial purpose that the education government wants to focus on to advance the production of quality education in Indonesia. The important role that cannot be separated from this progress is the teacher, who facilitates the students. Therefore, various strategies are used by teachers to facilitate students' critical thinking, one of which is by using a questioning strategy in class. This study aims to know the questioning strategy used by the teachers in promoting students' critical thinking such as the types of questioning strategies and the way teachers use questioning strategies in the classroom. This study used descriptive qualitative based on theory in a book entitled Qualitative Data Analysis, A. Methods Sourcebook by Miles, et al. Furthermore, data analysis uses three stages: data condensation, data display, and verification conclusion. The subjects of this study were four English teachers at the MTsN 2 Kota Banjarmasin with some specifications, such as using the appropriate curriculum and use questioning strategies in their learning. The techniques of data collection used observation and interviews. The results of this study show that the teachers used all of the types of questioning strategies proposed by Wu, such as repetition, rephrasing, simplification, decomposition, and probing strategies in their lessons. And probing strategy was found, which is the most chosen in promoting student critical thinking. The probing strategy was the most widely used because the teachers wanted students to express their opinions and assessments throughout this strategy. The students seemed brave to express their ideas and tried not to be shy to tell what they had in mind about the material given. Moreover, The teachers approve; using appropriate questioning strategies in each session can make learning objectives more optimal.in its use in learning sessions, it shows that the teacher actively uses the questioning strategy at the beginning, middle, also end of the lesson.

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