Teachers^ Question Design for Stimulating Student Critical Thinking Disposition
Agustiani Putri (a*), Abdur Rahman As^ari (a), Purwanto (a), Sharifah Osman (b)

a) Faculty of Mathematics and Science, Universitas Negeri Malang
Jl. Semarang No.5, Sumbersari, Lowokwaru, Malang, Jawa Timur 65145
*agustianiputri15[at]gmail.com
b) School of Education, Universiti Teknologi Malaysia
Jalan Iman, 81310 Skudai, Johor, Malaysia

Abstract

Critical thinking is essential for individuals as it helps them make a proper decision and consider other perspectives. Critical thinking also becomes a connecting bridge between student ability and real-life context, likewise the content of numeracy that are highly related to a real-world problem. However, students cannot develop critical thinking by themselves. Teachers should stimulate student critical thinking disposition by asking questions as students who have dispositions tend to use their critical thinking abilities in real-life situations. Questions asked by teachers impact on student thinking, which the level of student thinking is comparable to the level of teacher questions. Hence, this study intends to investigate teacher question design for stimulating each critical thinking disposition component. This research observed numeracy learning and interviewed a few teachers to identify the purpose of their questions. Teacher questions for truth-seeking lead students to interpret a sentence, look for a meaning, and investigate every detail. Teacher questions for inquisitiveness direct students to find the difference and the best option. Teacher questions for open mindedness lead students to accept other perspectives and think of alternative options. Teacher questions for analyticity guide students to link among information and provide objective evidence with reasonable arguments. Teacher questions for systematicity direct students to mention information orderly, while for self confidence lead students to convince others what they believe. Teacher questions for maturity guide students to consider influential aspects and emerging consequences. This research provides an example of effective teaching in order to stimulate student critical thinking dispositions through questioning.

Keywords: Critical thinking disposition, questioning, numeracy

Topic: Mathematics and Science Education