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2.4 Theoretical Framework
To think critically means having three general skills; they are evaluating, analyzing, and connecting. As David 2000 perception, critical thinking involves
the dynamic reorganization of knowledge in meaningful and usable ways. It involves three general skills; evaluating, analyzing, and connecting. There are so
many ways to facilitate critical thinking; one of the best ways is using online learning media.
In this study, the researcher would like to implement Drachsler ’s 2010
theory of students’ characteristics which is supported by Richard’s 2006 critical thinking theory. Those are:
1. Characteristic or situation related with first ability or prerequisite
skills. That is the ability which is needed to achieve the learning goals. This ability is the result of some students’ experiences.
2. Characteristic related with background, environmental, and social
status socialcultural. 3.
Characteristic related with the differentiations of personality. Students’ characteristic is needed in order to know each other capability in
learning process. According to Drachsler and Kirschner 2010, st udents’
characteristics are important for instructional designers as they allow them to design and create tailored instructions for a target group. It is expected that by
taking account of the characteristics of learners, more efficient, effective andor motivating instructional materials can be designed and developed.
27 By knowing students’ characteristics, the researcher is able to know each
students ’ critical thinking capability. In this research, the researcher uses all the
four theory models of critical thinking in order to support the implementation of critical thinking development in this study. In order to achieve the goal of this
study that is facilitating students’ critical thinking using online learning media, the
researcher would like to implement Richard’s 2006 critical thinking model,
using Edmodo. Those are: 1.
Raises vital questions and problems, formulating them clearly and precisely;
2. Gathers and assesses relevant information, using abstract ideas to interpret
it effectively; 3.
Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
4. Thinks openmindedly within alternative systems of thought, recognizing
and assessing, as need be, their assumptions, implications, and practical consequences; and
5. Communicates effectively with others in figuring out solutions to complex
problems.
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CHAPTER III METHODOLOGY
This chapter discusses the methodology of the study. It is divided into six parts. They are research methods, research participants, research instruments, data
gathering technique, data analysis technique, and research procedure.
3.1 Research Method
The research method used to answer the research problem is mixed method. According to Creswell 2003: 12, in mixed method, the researchers use
both quantitative and qualitative data because they work to provide the best understanding of a research problem. That is why the researcher used both
qualitative and quantitative in order to provide clear understanding. Specifically, the type of the research is classroom action research.
According to Gwyn 2003, classroom action research is defined as a method of finding out what works best in the classroom so that it can improve students
’ learning. Therefore, in this study, classroom action research was used in order to
op timize students’ achievement in facilitating students’ critical thinking and to
find out the optimal way of implementing online learning media technique for 8 G class students of SMPN 2 Yogyakarta.
According to Gwynn 2003, classroom action research is a very effective way in improving the teaching strategy. Assessing student understanding at mid-
term helps the teacher plan the most effective strategies for the rest of the
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