CRITICAL THINGKING

Arranged by group 1 :

Ahmad Al Rasyid (2002020030)

Alifia Wardania Husain (2002020068)

Annisa Wisran (2002020020)

Asfa Alvito Palipangan (2002020048)

Aulia Lestari (2002020023)

Fauzia Iksan (2002020041)

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

TARBIYAH AND TEACHER TRAINING FACULTY
STATE ISLAMIC INSTITUTE OF PALOPO
 FOREWORD

Praise and gratitude to Allah SWT who has given His grace and guidance so that we can
complete the assignment of this paper entitled Critical Thingking. The purpose of writing this
paper is to fulfill the task of Mrs. Ermawati, S.Pd.I, M.Pd in the Academic Reading course. We
would like to thank Mrs. Ermawati, S.Pd.I, M.Pd., as a lecturer for the Academic Reading course
who has given this assignment so that it can add knowledge and insight according to the field of
study that we are engaged in. We also thank all those who have shared some of their knowledge
so that we can complete this paper. We realize that the paper we are writing is still far from
perfect. Therefore, we will look forward to constructive criticism and suggestions for the
perfection of this paper.

Palopo, June 6th , 2022

Author
 TABLE OF CONTENTS

FOREWORD.............................................................................................................................i
TABLE OF CONTENTS.........................................................................................................ii
CHAPTER 1.............................................................................................................................1
A. Background....................................................................................................................1
B. Formulation Of The Problem......................................................................................1
C. Writing Purpose............................................................................................................1
CHAPTER II............................................................................................................................2
A. Definition of Critical Thingking.................................................................................2
B. Inferences and Critical Thingking...............................................................................2
CHAPTER III.........................................................................................................................11
A. Conclusion....................................................................................................................11
BIBLIOGRAPHY..................................................................................................................12
 CHAPTER 1
INTRODUCTION

A. Background
Critical thinking cannot be separated from human activities, because
thinking is a characteristic that distinguishes humans from other living things.
Thinking is generally defined as a mental process that can produce knowledge.
According to Susanto (2015: 121) critical thinking is an activity through a way of
thinking about ideas or ideas related to the given concept or problem presented.
Critical thinking can also be understood as an activity of analyzing ideas or ideas
in a more specific direction, distinguishing sharply, selecting, identifying,
reviewing, and developing them in a more perfect direction. Critical thinking is
related to the assumption that thinking is a potential that exists in humans that
needs to be developed for optimal abilities.

In principle, people who are able to think critically are people who don't
just accept or reject something. They will examine, analyze, and evaluate the
information before determining whether they accept or reject the information. If
they do not yet have sufficient understanding, then they may also suspend their
decision about the information.

B. Formulation Of The Problem

1. When we use Critical Thingking?
2. What is Inferences and Critical Thingking?

C. Writing Purpose
1. To know when we use Critical Thingking.
2. To know what is Inferences and Critical Thingking.
 CHAPTER II
EXPLANATION

A. When we use Critical Thingking

In many of your assignments you will have to form conclusions about what
you have read . You might employ critical thinking to decide whether to use a
secondary source in your research essay . Then , you will need to judge the
reliability of the sources and the validity of the findings - critical thinking , again .

Critical thinking skills are also triggered whenever you read a work in order
to com ment on it ; this could be in the form of a classroom discussion or a
written assignment , such as a review or critical analysis . When you use
research , you will have to assess the reliability and usefulness of your sources ,
compare their claims , and organize them logically in your essay .

Critical skills are also used in many everyday situations , and in fieldwork
projects , in which the fieldworker observes phenomena in his or her
surroundings and draws conclusions from these observations .

For a writer , critical thinking is stimulated whenever analysis is involved ,

as it is in most kinds of problem - solving . A writer asks a question about a
relevant topic in his or her discipline and uses the methods and processes of the
discipline to answer it . For example , Douglas C. Nord questions the " traditional
" perception of the Canadian American relationship . He uses critical thinking ,
political theory , and relevant primary sources to explore the " other " side of the
dialogue from the US perspective. Using critical thinking in an argument , as Joel
Lexchin does in " Pharmaceutical Innovation : Can We Live Forever ? A
commentary on Schnittker and Karandinos , involves challenging the conclusions
of a scholarly study ; he uses questioning , evaluating , comparing , and weighing
the evidence to help him reach his conclusion.

Although critical thinking involves typical activities , they vary somewhat

from discipline to discipline :

 Empirical studies in the natural and social sciences often identify problems
, generate hypotheses , predict occurrences , create raw data , analyze
using cause and effect , and attempt to generalize from their findings .
  Studies in the arts / humanities often identify problems ; ask questions ,
propose a thesis , interpret primary and secondary sources , and analyze
using definitions , examples , comparison and contrast , and other
patterns .

B. Inferences and Critical Thingking

Context clues can be used to infer the meaning of an unfamiliar word.
More broadly , inferences apply to ideas and the way we use them to form
conclusions . Writers do not always explicitly state their points but may to the
reader to infer meaning .

Many research methods rely on inferences : astronomers , for example ,

study the phenomenon of black holes by observing the behaviour of the matter
that surrounds them . They know that before gas is swallowed up by a black hole
, it is heated to extreme temperatures and accelerates . In the process , X - rays
are created , which escape the black hole and reveal its presence . Scientists
cannot actually see black holes , but they can infer their existence through the
emission of X - rays .

We practise critical thinking every day , inferring causes or consequences

from what we observe - the evidence . For example , say you are jogging while
wearing headphones . Another jogger catches your eye and points to her wrist .
What is the probable reason ( cause ) ? You might infer that she is asking for the
time . Other inferences are possible too , but the most valid inference is the one
with the greatest probability of being correct . If you shouted out the time and she
looked puzzled , you might then infer that your original inference was incorrect.

If you are impatiently waiting for a bus and someone at the bus stop tells
you that the buses are running 15 minutes late , you might be more interested in
inferring the consequence than the cause : you will be late for class . However , if
the bus immediately arrives , you might revise your original conclusion , which
was based on the testimony of the person at the bus stop . You might also infer
that this person is not a reliable source .
 You use critical thinking as you read whenever you evaluate evidence and
draw conclusions about claims ( assertions ) or the writer . Although critical
thinking cant involve all the activities mentioned above , there are three general
activities that will promote critical - thinking skills as you read a text : reading
closely and objectively , ask questions , and drawing logical conclusions .
However , although most texts are lin ear ( that is , we read them from beginning
to end ) , our engagement with them is not always linear . It is important to
remember that critical thinking is a process of rigorous but flexible engagement
with a text ( or a non - textual situation ) that may change as you read ( or learn
more about the non - textual situation ) .

More than one inference might be possible in a given situation that is , an

infer ence could be a possible conclusion , but not the most probable one , such
as in the exam ples above about the jogger and the person at the bus stop . A
more probable inference is said to be a better one . However , an incorrect
inference could occur if you drew a hasty conclusion without thinking something
through or if you had a bias ( for example , if you prejudged someone based on
appearance ) . In reading , you might make an incor rect inference if you failed to
read the instructions for an assignment or read them too quickly . Making correct
inferences is essential in responding to everyday situations and to the reading
challenges of your university career .
 CHAPTER III
CONCLUSION

A. Conclusion
Critical thinking skills are also triggered whenever you read a work in order
to com ment on it ; this could be in the form of a classroom discussion or a
written assignment , such as a review or critical analysis . When you use
research , you will have to assess the reliability and usefulness of your sources ,
compare their claims , and organize them logically in your essay .

Critical skills are also used in many everyday situations , and in fieldwork
projects , in which the fieldworker observes phenomena in his or her
surroundings and draws conclusions from these observations .

Many research methods rely on inferences : astronomers , for example ,

study the phenomenon of black holes by observing the behaviour of the matter
that surrounds them . They know that before gas is swallowed up by a black hole
, it is heated to extreme temperatures and accelerates.
 BIBLIOGRAPHY

Eric Henderson. The Active Reader Strategies for Academic Reading and Writing. Third
Edition.