Implementation of the think talk write model in children's literature learning and students' critical thinking skills
DOI:
https://doi.org/10.22460/semantik.v15i2.p363-374Keywords:
Think Talk Write, children's literature, critical thinking skillsAbstract
This research attempts to characterize the implementation of the TTW (Think Talk Write) approach in children's literary education and students' critical thinking abilities in the Indonesian Language Education Study Program. This study is important because critical thinking is one of the competencies that needs to be developed in children's literature learning. The study used a descriptive strategy in conjunction with a quantitative approach. Twenty-one students that were chosen utilizing a complete sampling technique made up the participants. Information was gathered using questionnaires measuring the application of critical thinking techniques and the Think Talk Write paradigm. The outcomes demonstrated that applying the Think Talk Write paradigm achieved a percentage of 71.67%, which was categorized as high, while students' critical thinking skills reached 72.85%, also categorized as high. The write indicator in the Think Talk Write model obtained the highest percentage of 72.40%, whereas the problem-solving indicator in critical thinking skills achieved the highest percentage of 75.60%. The findings indicate that the effective implementation of the Think Talk High levels of students' critical thinking abilities are linked to the write model in children's literature learning. As a result, the Think Talk Write approach may be a useful teaching strategy for developing students' critical thinking abilities.
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