SPEED READING

CRITICAL THINKING

CONCEPT of MAPPING
BELAJAR
 Belajar / Proses belajar

Belajar Sepanjang Hidup

( Lifelong learning  Adult learning  Active Learning )

Belajar Membaca Keputusan

( Mengetahui Memahami )
Lectures in module

Reading

Days Months Years

Imagine ………

How ???
 Reading / Membaca

Teks

- Observasi ( teliti )

- Interpretasi data
Isu Teks / opini

Tantangan

Berpikir
Kreatif Kritis

Analisa

Keputusan
 ? Slow reading
?
-Individual variables : Kecerdasan, motivasi faktor fisiologik dan psikologik

-Kurangnya vocabulary dan tingkat pemahaman

-Kurangnya konsentrasi
Comprehension
Speed Reading
Time
 SPEED READING

Tujuan :
-Meningkatkan kecepatan kemampuan membaca
-Meningkatkan konsentrasi dan memori
-Mempersingkat waktu untuk membaca
-Mengatur waktu
 Membaca efektif ?
Membaca  Membutuhkan tahapan / pola pikir 
kebiasaan  pikiran


Critical Reading 
Critical Thinking
 Critical Reading
( Membaca kritis )

Teknik untuk mengetahui informasi dan ide dalam teks

Critical Thinking
( Berpikir kritis )

Teknik untuk evaluasi informasi dan ide untuk

menentukan apa yang dapat diterima dan dipercaya

In pratice critical reading and critical thinking are in harmony

 Critical Reading
( Membaca kritis )

Sistem membaca :
-Tentukan tujuan membaca dari materi yang dibutuhkan
-Baca Introduction dan summary
-Gunakan teknik Skimming dan Scanning
-Gunakan Teknik Mapping untuk Summarize
-Terapkan sistem “ read check read “
-Kurangi reading fatigue dan tingkatkan konsentrasi
-Tanggulangi hambatan
-Gunakan hasil membaca dengan cara berlatih (practice)
 Langkah membaca kritis
• Teks: amati, baca sekilas sebelum baca
seluruh
• Isi dan konteks : hubungkan
• Buat pertanyaan tentang kandungan teks
• Refleksikan kandungan teks yang
berhubungan dengan pendapat saudara
• Buat rangkaian kandungan teks dengan kata-
kata saudara sendiri
When U have 2 know what
Ur

reading about......

Learn speed reading,

comprehend,

use Ur memory better......

 Critical Thinking

• Berpikir berdasar alasan  ketrampilan :

- membedakan antara relevan & tidak
Definition of Critical Thinking

Critical thinking means correct thinking in

the pursuit of relevant and reliable
knowledge about the world. Another way to
describe it is reasonable, reflective,
responsible, and skillful thinking that is
focused on deciding what to believe or do.
 Critical Thinking
( Berpikir kritis )
Terdiri dari kombinasi beberapa kemampuan
Rationality
- Berdasar alasan dari emosi
- Membutuhkan fakta
 Self-awareness
- Mempertimbangkan alasan berdasar pengaruh bias, prasangka
Honesty
- Dorongan emosi, egois, tujuan jahat
Discipline
- Tepat, teliti, menyeluruh dan lengkap
Judgment
- Mempertimbangkan relevansi antara asumsi dan kenyataan
Open-mindedness
- Evaluasi dan mempertimbangkan semua pendapat yang layak
- Tetap terbuka untuk menerima interpretasi alternatif
- Menerima penjelasan, Model, Paradigma baru karena disertai
pembuktian
 Apakah Saya Berpikir Kritis

?
1. Apakah saya menguatkan pendapat saya dengan bukti ?
2. Apakah saya berusaha memahami ?
3. Apakah saya mendengar dengan pikiran terbuka ?
4. Apakah saya berani berbicara ?
5. Apakah saya bersikap sopan santun ?
6. Apakah saya minta klarifikasi dan elaborasi ?
7. Apakah saya menerima informasi secara membabi buta ?
8. Apakah saya terikat pada satu pendapat ?
9. Apakah saya mengembangkan informasi yang diberikan /
disampaikan ?
A person who thinks critically can ask
appropriate questions, gather relevant
information, efficiently and creatively sort
through this information, reason logically
from this information, and come to reliable
and trustworthy conclusions about the world
that enable one to live and act successfully in
it.
Critical thinking is not being able to
process information well enough to know to
stop for red lights or whether you received
the correct change at the supermarket.
Such low-order thinking, critical and useful
though it may be, is sufficient only for
personal survival; most individuals master
this.
True critical thinking is higher-order
thinking, enabling a person to, for example,
responsibly judge between political
candidates, serve on a murder trial jury,
evaluate society's need for nuclear power
plants, and assess the consequences of
global warming.
Critical thinking enables an individual
to be a responsible citizen who
contributes to society, and not be
merely a consumer of society's
distractions.
Critical thinking can be described as the
scientific method applied by ordinary people
to the ordinary world.
This is true because critical thinking mimics
the well-known method of scientific
investigation:
a question is identified, an hypothesis
formulated, relevant data sought and
gathered, the hypothesis is logically tested
and evaluated, and reliable conclusions are
drawn from the result.
Critical thinking is the ability to think
for one's self and reliably and
responsibly make those decisions that
affect one's life.
Critical thinking is also critical inquiry,
so such critical thinkers investigate
problems, ask questions, pose new answers
that challenge the status quo, discover new
information that can be used for good or ill,
question authorities and traditional beliefs,
challenge received dogmas and doctrines,
and often end up possessing power in
society greater than their numbers.
Critical thinking is scientific thinking.

All of the skills of scientific investigation are

matched by critical thinking, which is
therefore nothing more than scientific
method used in everyday life rather than in
specifically scientific disciplines or
endeavors.
Raymond S. Nickerson (1987),
an authority on critical thinking,
characterizes a good critical thinker in
terms of knowledge, abilities, attitudes,
and habitual ways of behaving.
The characteristics of such a thinker:

 Uses evidence skillfully and impartially

 Organizes thoughts and articulates them
concisely and coherently
 Distinguishers between logically valid and invalid
inferences
 Suspends judgment in the absence of sufficient
evidence to support a decision
 Understands the difference between reasoning
and rationalizing
 Attempts to anticipate the probable
consequences of alternative actions
 Understands the idea of degrees of belief
 Sees similarities and analogies that are not
superficially apparent
 Can learn independently and has an abiding
interest in doing so
 Applies problem-solving techniques in domains
other than those in which learned
 Can structure informally represented problems in
such a way that formal techniques, such as
mathematics, can be used to solve them
 Can strip a verbal argument of irrelevancies and
phrase it in its essential terms
 Habitually questions one's own views and
attempts to understand both the assumptions
that are critical to those views and the
implications of the views
 Is sensitive to the difference between the validity
of a belief and the intensity with which it is held
 Is aware of the fact that one's understanding is
always limited, often much more so than
would be apparent to one with a noninquiring
attitude
 Recognizes the fallibility of one's own opinions,
the probability of bias in those opinions, and
the danger of weighting evidence according to
personal preferences
Concept Mapping
 What is it?
 a graphical way of organizing
your thoughts and showing how
concepts are related or
differentiated (looking at
completed concept maps might
be the best way to understand
what they are)
  A diagrammed series of "nodes“,
consisting of linked topics (core
concepts) and subtopics (which include
examples and evidence for the topics)

 Connections are labelled by

cause/effect, relationships and inter-
relationships, differences, or hierarchies.
 Reading / Membaca

Teks

- Observasi ( teliti )

- Interpretasi data
Isu Teks / opini

Tantangan

Berpikir
Kreatif Kritis

Analisa

Keputusan
 Why use it?

 Mapping is an active learning strategy

that moves you beyond rote
memorization to critical thinking

 Mapping helps you to learn about how

you learn

 It provides an explicit, encapsulated

representation of important ideas on one
page which is great for review
 Mapping promotes a richer construction of
knowledge because you must organize,
select, relate and interpret data

 Mapping requires that you break down

component parts to see how things are put
together

 it helps you to see gaps in knowledge and

areas of oversimplification, contradiction or
misinterpretation
 What can it be used for?

 reviewing for exams

 conceptualizing processes, systems
and relationships
 brainstorming, organizing concepts and
principles
 identifying mistakes and areas of
confusion
 assessing prior knowledge, generating
questions and answers from a reading or
writing assignment and organizing
arguments
 Who can use it?

 Anyone!
Concept mapping is an effective
learning tool across disciplines
and year levels
 Concept maps can be done
independently or collaboratively
 How is it done?
1. Identify the main topic or core concept
2. Brainstorm for everything known about the
topic
3. Organize the information according to
major points
4. Place information on a map - working from
the core concept, to major points, to
significant details
5. Review relevant course materials and discipline-
specific vocabulary to make sure that you have
everything, and then label connecting strands
with words or phrases that indicate the nature
of the relationships
6. Use branches, arrows, and other symbols like
stop signs or yield signs to indicate the nature
of the relationships between ideas
7. Use different colours, fonts or lines to group and
distinguish concepts
8. Include detailed explanations, definitions, rules,
formulae or equations
9. Analyze the resulting map by asking the
following questions:

. Is the core concept accurately defined and

positioned?
. How do the ideas fit together?
. Have I considered all of the related information
gathered from lectures, texts, labs?
. Have I noted all relevant relationships, exceptions,
and conditions?
. Does the map have adequate validity, logic,
complexity and detail?
. What is the muddiest point and what can be done to
clarify it?

10. Revise the map as your understanding of the

material improves.
Things to watch for...

Using other students' maps as study tools will not be as

beneficial or productive as creating your own.
The value of concept mapping is found in the process more
than in the product.
You will need time and practice to develop your concept
mapping skills.
Start small - for example, try to create a concept map from a
single lecture or chapter.
Your early attempts will likely be simple and chaotic.
Don't let yourself get frustrated by this!
Your initial, rudimentary maps are crucial in the development
of more sophisticated maps.