AN ANALYSIS OF MALE AND FEMALE STUDENTS’ CRITICAL THINKING IN DEBATE CLASSROOM INTERACTION (A Descriptive Study at One of Private Universities in Ciamis)

Abstract

This study deals with an analysis of male and female students’ critical thinking in debate classroom interaction. This study aimed to find out the debate impact through male and female students’ critical thinking and identify which gender tends to have more critical thinking. This study used a descriptive qualitative research design with document analysis. The data material consists of students’ comments on Google classroom with 27 participants in two classes which are 12 male students and 15 female students. The data was analyzed using a critical thinking rubric by identified and converted into percentage. The result shows that debate has an impact on students’ critical thinking. Both male students and female students already have the ability to give a statement that logically. The students’ critical thinking has impact at the high level. The result also indicates that female students’ scores on the critical thinking were higher than male students’ scores. Male and female has a different percentage where the male has 159 scores (40%) while the female has 236 scores (60%). At last, the researcher provides some suggestion for the teacher who guide this activity should give the students more variations in building interaction and make the students feel comfortable in joining the online classroom. The researcher expects to the next researcher who are interested in analysis of critical thinking and classroom interaction to conduct another research in online classroom.