Ahyana, Nursyifa (2024) Students’ Critical Thinking Disposition through Contextual Teaching and Learning in English Class. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

In the world of education, critical thinking is very important to create, develop and maintain. Contextual teaching and learning directly or indirectly is very often found in the educational environment. This research aims to describe the Critical Thinking disposition scale of students when they learn English using Contextual Teaching and Learning. Apart from that, this research also aims to determine the activities of teachers and students in using contextual learning for students' critical thinking dispositions in learning English. This research uses descriptive qualitative. Data was taken at al-Mumtaza Islamic Middle School. Data was collected using observation sheets and interview guidelines and analyzed using data condensation analysis, data condensation, and drawing verification conclusions. The results of the research show that there are 7 critical thinking disposition scales that emerge when teachers use contextual teaching and learning approach methods in English classes, namely: (1) truth seeking, (2) open-mindedness, (3) analytical, (4) systematicity, (5) self-confidence, (6) curiosity, and (7) maturity. Most students meet the critical thinking disposition scale. Apart from that, there are 8 activities carried out by teachers and students in the classroom. Namely (1) the teacher presents material in contextual problems (related to everyday life), (2) Students listen to the teacher's explanation of the material and assignment instructions, (3) The teacher gives students the opportunity to discuss, (4) Students ask the teacher questions. about the material and how to do the assignment, (5) The teacher divides students into several groups for assignments related to real life, (6) Students do their assignments well, (7) The teacher helps students in completing assignments, (8) The teacher discusses group work in English class

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