Active Debate: Strategi Pembelajaran yang Mengasah Nalar dan Keberanian Berbicara
DOI:
https://doi.org/10.55849/attasyrih.v11i1.325Keywords:
Active Debate, Berpikir Kritis, Kepercayaan Diri BerbicaraAbstract
Pembelajaran konvensional yang bersifat satu arah sering kali gagal mengembangkan keterampilan berpikir kritis dan keberanian berbicara siswa. Dalam konteks abad ke-21, dibutuhkan strategi pembelajaran aktif yang memungkinkan siswa mengekspresikan pendapat, berargumen logis, dan meningkatkan rasa percaya diri. Strategi active debate hadir sebagai alternatif inovatif yang menempatkan siswa sebagai pusat pembelajaran melalui proses diskusi argumentatif yang terstruktur. Penelitian ini bertujuan untuk menganalisis efektivitas strategi active debate dalam mengembangkan kemampuan berpikir kritis dan kepercayaan diri berbicara di kalangan siswa sekolah menengah. Penelitian menggunakan desain quasi-experimental dengan pendekatan mixed-methods yang melibatkan 120 siswa sebagai sampel, dibagi dalam kelompok eksperimen dan kontrol. Instrumen yang digunakan meliputi tes kemampuan berpikir kritis, skala kepercayaan diri berbicara, observasi performa debat, dan wawancara reflektif. Hasil penelitian menunjukkan peningkatan signifikan dalam skor berpikir kritis dan kepercayaan diri berbicara pada kelompok eksperimen dibandingkan kelompok kontrol, dengan effect size yang besar. Temuan ini diperkuat oleh data kualitatif yang mengungkapkan transformasi sikap, kemampuan argumentasi, dan keberanian siswa selama kegiatan debat berlangsung. Korelasi positif antara berpikir kritis dan kepercayaan diri menunjukkan efek sinergis dari strategi ini.Kesimpulan dari penelitian ini menegaskan bahwa active debate merupakan strategi pembelajaran yang efektif, relevan, dan aplikatif dalam meningkatkan kompetensi abad ke-21. Temuan ini memberikan kontribusi metodologis dan konseptual yang dapat dijadikan rujukan untuk pengembangan model pembelajaran interaktif yang berorientasi pada pembelajaran bermakna.
References
America, C., & Le Grange, L. (2019). Decolonising the curriculum: Contextualising economics and business studies teaching. Tydskrif vir Geesteswetenskappe, 59(1), 106–123. Scopus. https://doi.org/10.17159/2224-7912/2019/v59n1a7
Ariza, J. Á. (2023). Bringing active learning, experimentation, and student-created videos in engineering: A study about teaching electronics and physical computing integrating online and mobile learning. Computer Applications in Engineering Education, 31(6), 1723–1749. Scopus. https://doi.org/10.1002/cae.22673
Asok, D., Abirami, A. M., Angeline CV, N., & Lavanya, R. (2017). Active learning environment for achieving higher-order thinking skills in engineering education. Dalam Ramachandran M., Garg D., & Kumar V.A. (Ed.), Proc. - IEEE Int. Conf. MOOCs, Innov. Technol. Educ., MITE (hlm. 47–53). Institute of Electrical and Electronics Engineers Inc.; Scopus. https://doi.org/10.1109/MITE.2016.69
Ayala, S. C., Calvo, J. Z., Saenz, I. D., Munoz, S. Y., & Mauleon, M. A. (2024). Critical thinking and oratory to learn about dementia: The debate in nursing education. Gerokomos, 35(3), 148–152. Scopus. https://doi.org/10.4321/s1134-928x2024000300003
Baltasar, C., D’Antonio Maceiras, S., Martín, A., & Camacho, D. (2024). Analysis of Climate Change Misleading Information in TikTok. Dalam Sharma R., Penas A., & Sabir A. (Ed.), CEUR Workshop Proc. (Vol. 3782, hlm. 54–61). CEUR-WS; Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85207072147&partnerID=40&md5=25a3e60923da8b5855a608eb3d3268d3
Betti, A., Biderbost, P., & Domonte, A. G. (2022). Can active learning techniques simultaneously develop students’ hard and soft skills? Evidence from an international relations class. PLoS ONE, 17(4 April). Scopus. https://doi.org/10.1371/journal.pone.0265408
Burgos-Videla, C., Parada-Ulloa, M., & Martínez-Díaz, J. (2025). Critical thinking in the classroom: The historical method and historical discourse as tools for teaching social studies. Frontiers in Sociology, 10. Scopus. https://doi.org/10.3389/fsoc.2025.1526437
Carvalho, V., Costa, L., Teixeira, S., & Rodrigues, C. S. (2023). A PBL experience with second-year students of Industrial Engineering. Dalam Orfali F., Lima R.M., Soares L., & Miranda F. (Ed.), Int. Symposium Project Approaches Eng. Educ. (Vol. 13, hlm. 488–494). University of Minho; Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171269137&partnerID=40&md5=95cf1de2e3b88058676414a696ed6598
Clemente-Martínez, C. K. (2023). Active Waiting and Hope in Transnational Adoptions: Nepali Birth Families and their Children. Asian Studies Review, 47(3), 426–443. Scopus. https://doi.org/10.1080/10357823.2022.2142932
Davoudi, S., & Machen, R. (2022). Climate imaginaries and the mattering of the medium. Geoforum, 137, 203–212. Scopus. https://doi.org/10.1016/j.geoforum.2021.11.003
Gjini, K. (2024). Alternative teaching approaches: Economics for future generations. International Journal of Pluralism and Economics Education, 15(2), 150–167. Scopus. https://doi.org/10.1504/IJPEE.2024.144136
Huseynli, M., Ogbuachi, M. C., da Costa Silva, V. R., Dragan, A., & Bub, U. (2024). A Support Tool for Active Learning in the Era of Artificial Intelligence. Am. Conf. Inf. Syst., AMCIS. 30th Americas Conference on Information Systems, AMCIS 2024. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85213070415&partnerID=40&md5=207ecf2a5f11798a3e7275ffd1661534
Jha, A. (2023). Collaborative Learning in the Digital Age: A Comprehensive Exploration and Future Research Directions. Int. Conf. Inf. Syst., ICIS: “Rising like Phoenix: Emerg. Pandemic Reshaping Hum. Endeavors Digit. Technol.” International Conference on Information Systems, ICIS 2023: “Rising like a Phoenix: Emerging from the Pandemic and Reshaping Human Endeavors with Digital Technologies.” Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85192550284&partnerID=40&md5=9e64dc078b8e3eb53a0c8ba263ce2442
Johnson, B. R., Logan, L. D., Darley, A., Stone, R. H., Smith, S. E., Osae, S. P., Thomas, I. S., Watts, M. T., & Welch, L. H. (2023). A Scoping Review for Debate-Style Journal Clubs in Health Professional Education. American Journal of Pharmaceutical Education, 87(6). Scopus. https://doi.org/10.1016/j.ajpe.2023.100064
Khamung, R., Majumdar, B., & Pongruengphant, R. (2016). Active learning for knowledge development and management: A case study at Bangsaen, Thailand. International Journal of Learning in Higher Education, 24(1), 1–17. Scopus. https://doi.org/10.18848/2327-7955/cgp/v24i01/1-17
Latif, R., Mumtaz, S., Mumtaz, R., & Hussain, A. (2018). A comparison of debate and role play in enhancing critical thinking and communication skills of medical students during problem based learning. Biochemistry and Molecular Biology Education, 46(4), 336–342. Scopus. https://doi.org/10.1002/bmb.21124
Malka, V. (2016). Deliberative communication goes to college: The ‘Deliberation Forum’ project as a democratic agent of empowerment for communication students. Learning, Media and Technology, 41(4), 546–565. Scopus. https://doi.org/10.1080/17439884.2015.1053915
Marcu, A., Gaspar, R., Rutsaert, P., Seibt, B., Fletcher, D., Verbeke, W., & Barnett, J. (2015). Analogies, metaphors, and wondering about the future: Lay sense-making around synthetic meat. Public Understanding of Science, 24(5), 547–562. Scopus. https://doi.org/10.1177/0963662514521106
Mayaba, N. N. (2018). A reflection on language politics at Nelson Mandela University. Southern African Linguistics and Applied Language Studies, 36(1), 49–57. Scopus. https://doi.org/10.2989/16073614.2018.1452881
Mellgren, C., & Ivert, A.-K. (2016). Criminal policy debate as an active learning strategy. Cogent Education, 3(1). Scopus. https://doi.org/10.1080/2331186X.2016.1184604
Meschi, M., Shirahmadi, S., Amiri, M., & Ebrahimi-Siaghi, N. (2024). Debating: Effective and satisfactory learning method in dentistry. BMC Medical Education, 24(1). Scopus. https://doi.org/10.1186/s12909-024-05286-5
Napoleon, B., & Kuchenrither, C. (2023). Debates as an Active Learning Strategy to Enhance Students’ Knowledge of Ethics in Professional Nursing Practice and Health Care. Nurse Educator, 48(5), E163–E167. Scopus. https://doi.org/10.1097/NNE.0000000000001429
Ngoveni, M. (2025). Bridging the AI Knowledge Gap: The Urgent Need for AI Literacy and Institutional Support. International Journal of Technologies in Learning, 32(2), 83–100. Scopus. https://doi.org/10.18848/2327-0144/CGP/v32i02/83-100
Ogunsanya, M. E., Wagner, J. L., Bennett, K., Medina, M. S., Starnes, S., & Planas, L. G. (2024). Debate as an Active Learning Pedagogy Among Pharmacy Students in a Public Health Course. American Journal of Pharmaceutical Education, 88(7). Scopus. https://doi.org/10.1016/j.ajpe.2024.100724
Payán, D. D. (2021). Cultivating Health Policy Analysis and Communication Skills in Undergraduate Public Health Education: An Active Learning Approach. Pedagogy in Health Promotion, 7(3), 235–241. Scopus. https://doi.org/10.1177/23733799211003248
Presado, M. H., Marques, F. M., Ferreira, Ó., Cardoso, M., Sousa, A. D., & Nascimento, T. (2022). Challenges to knowledge translation in the digital age. New Trends in Qualitative Research, 10. Scopus. https://doi.org/10.36367/ntqr.10.2022.e517
Quaggio, G. (2024). A Global Campus Beyond the Cold War. Peace and Disarmament Among Spanish Academics during the Debate on Joining and Remaining in NATO (1981-1986). Culture and History Digital Journal, 13(1). Scopus. https://doi.org/10.3989/chdj.2024.293
Qutieshat, A., Maragha, T., Abusamak, M., & Eldik, O. R. (2019). Debate as an Adjunct Tool in Teaching Undergraduate Dental Students. Medical Science Educator, 29(1), 181–187. Scopus. https://doi.org/10.1007/s40670-018-00658-1
Skalník, P. (2022). A New Approach to the Political Anthropology of Africa: From African Political Systems and Tribes without Rulers via The Early State. Dalam African Political Systems Revisited: Changing Perspectives on Statehood and Power (hlm. 102–121). Berghahn Books; Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134982185&partnerID=40&md5=7d2551bbdec642c0b555030ca4d2ea78
Treme, J. (2018). Classroom Debates: Using Speed Rounds To Encourage Greater Participation. College Teaching, 66(2), 86–87. Scopus. https://doi.org/10.1080/87567555.2017.1416330
Trindade, M. A. M. (2025). Debate and argumentation in e-learning times: An authentic assessment perspective. Dalam The Emerald Handb. Of Active Learn. For Authentic Assess. (hlm. 37–57). Emerald Publishing; Scopus. https://doi.org/10.1108/978-1-83797-857-120251003
Wang, Y. (2024). An interactive online educational environment to reduce anxiety, improve emotional well-being, and critical thinking for college students. Acta Psychologica, 248. Scopus. https://doi.org/10.1016/j.actpsy.2024.104347
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Muhammad Toha, Fauzan Naufal Hadi, Nada Zulvia, Jauza Ronna Agustine, Siti Uswatun Khassanah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
