![]() Teachers have long been expected to prepare students for high-stakes, largely multiple choice exams, such as the National Exams (Ujian Nasional). This sort of teaching mentality is still pervasive in Indonesia. In other words, teachers stick to merely "testing" or "quizzing" students and telling them whether the answer is correct. In our study of English classrooms in a number of Indonesian high schools, we found that instead of encouraging students to think and reflect, teachers strictly follow an "initiate-respond-evaluate" pattern of instruction. One reason for this problem lies in the questions Indonesian teachers pose in their classrooms. They attained very low marks in a number of critical thinking-related indicators-namely literacy and numeracy. In the latest Programme for International Student Assessment (PISA) tests in 2018, Indonesian students ranked within the bottom ten out of nearly 80 participating countries. This includes a culture of rote learning (lessons based on memorizing information) and "teaching to test." ![]() Though awareness of critical thinking is high, when teaching the skill, teachers still fall back on old habits ingrained in Indonesian education. ![]() Yet despite the existence of such policies, our recent study finds that many Indonesian teachers still struggle to teach and cultivate the skill. One of Indonesia's first policies that specifically mandated Indonesian teachers to embed critical thinking in their classroom was enacted in 2010-more than a decade ago. Indonesia's newest curriculum, for instance, dubbed " Kurikulum Merdeka" (Freedom Curriculum) for its emphasis on personalized learning, explicitly states critical thinking as an essential quality for graduates. 259.In many countries, including Indonesia, critical thinking is enshrined in policy. Titelman, Random House Dictionary of Popular Proverbs and Sayings, 1996, →ISBN, p.
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