Mahasiswa mampu:
• Memahami, menjelaskan dan mengaplikasikan
keterampilan dalam mengembangkan proses
berpikir kritis.
• Menganalisa hubungan antara peta konsep
dengan berpikir kritis dan berpikir kreatif dalam
pembelajaran
SKENARIO 2 - CRITICAL THINKING
JUDUL SKENARIO : “Siklus Berpikir Kritis”
PHENOMENON
EXPLANATION QUESTION
CONCLUTION
SEARCH
EVIDENCE & INFORMATION
COLLECT
OTHER
ANALIZE
INTERPRETATION
BIAS AVOID
& OVERSIMPLIFICATION
ASUMPTION
SKENARIO 2 - CRITICAL THINKING
JUDUL SKENARIO : “Siklus Berpikir Kritis”
Kemudian
• Berdasarkan hasil analisa data dan
membuat sebuah
informasi yang diperoleh,
CONCLUTION
CREATIVE
THINKING
Menyelesaikan
masalah
CONCEPT
MAPPING
Kasalae, A., Amini, M., Nabeiei, P., Bazrafkan, L., Mousavinezhad, H., (2020), Barriers of
Critical Thinking in Medical Students’ Curriculum from the Viewpoint of Medical
Education Experts : A Qualitative Study, Journal of Advances in Medical Education &
Professionalism, Vol. 8, No. 2, pp. 72 – 82
Papp, K. K., Huang, G. C., Clabo, L. M. L, Delva, D., Fischer, M., Konopasek, L.,
Schwartzstein, R. M., Gusic, M., (2014), Milestones of Critical Thinking: A Developmental
Model for Medicine and Nursing, Academic Medicine, Vol. 89, No. 5, pp. 715 – 720
Royce, C. S., Hayes, M. M., Schwartzstein, R. M (2019), Teaching Critical Thinking: A Case
for Instruction in Cognitive Biases to Reduce Diagnostic Errors and Improve Patient
Safety, Academic Medicine, Vol. 94, No. 2, pp. 187 - 194
Scriven, M., Paul, R., (1987), Defining Critical Thinking, diakses 13 Agustus 2021,
https://www.criticalthinking.org/pages/definingcriticalthinking/766#:~:text=Critical%20
thinking%20is%20the%20intellectually,guide%20to%20belief%20and%20action.