Fostering Critical Thinking Skills in Tertiary-Level Students for Media and Information Literacy
Abstract
To discern the authenticity of online content, one must possess Media and Information Literacy (MIL). MIL encompasses the knowledge, mindset, and skill set needed to determine what information is necessary, how to access it, when to do so, where to find it, critically evaluate it upon acquisition, and employ it ethically. In the context of fake news, individuals must engage in critical thinking when engaging with the media and content they encounter to prevent misinformation. Some materials may contain misleading content that could be mistaken for humour, misuse, or explicit language or expressions. Hence, the primary objective of this study is to examine how undergraduate students at tertiary-level educational institution employ Critical Thinking to interpret media and information, ultimately enhancing their MIL. This research employs a quantitative research approach, incorporating an online questionnaire and specific media content sourced from social networking platforms. The questionnaire is structured based on the Delphi report, which outlines six fundamental critical thinking skills. 340 participants are asked to indicate whether they have put into practice these skills while examining the provided media materials. The anticipated outcomes indicate a moderate level of critical thinking capability among students in comprehending and critically evaluating media information. This underscores the pressing need to enhance their critical thinking skills to a higher level, enabling them to effectively process a variety of media information. Additionally, the findings illuminate which of the six critical thinking skills delineated in the Delphi report were more commonly employed and how the application of core critical thinking skills in the interpretation of media information varies by gender, year of study, and programme. Critical thinking assumes a pivotal role in MIL as it plays a determining role in assessing the reliability of information sources, swiftly recognising fake news, and effectively sifting through information to uncover the truth.
References
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Athanassiou, N., McNett, J., & Harvey, C. (2003). Critical Thinking in the Management Classroom: Bloom’s Taxonomy as a Learning Tool. Journal of Management Education, 27(5), 533 – 555. doi: 10.1177/1052562903252515
Azizi, M., Fallah-Zivlaee, S., Králik, R., & Miština, J. (2022). Gender and its role in critical thinking and critical thinking strategies used by EFL learners. Revista de Investigaciones Universidad del Quindío, 34(S3), 45 – 60.
Bezalel, G. Y. (2023). Teaching Classroom Controversies: Navigating Complex Teaching Issues in the Age of Fake News and Alternative Facts. Taylor & Francis.
Bibi, W., Butt, M. N., & Reba, A. (2020). Relating Teachers' Questioning Techniques with Students' Learning within the Context of Bloom's Taxonomy. FWU Journal of Social Sciences, 14(1), 111 – 119.
Cain, H. R., Giraud, V., Stedman, N. L. P., & Adams, B. L. (2012). Critical Thinking Skills Evidenced in Graduate Students Blogs. Journal of Leadership Education, 11(2), 72 – 87. doi: 10.12806/V11/I2/RF4
Chandio, M. T., Zafar, N., & Solangi, G. M. (2021). Bloom's Taxonomy: Reforming Pedagogy through Assessment. Journal of Education and Educational Development, 8(1), 109 – 140. http://dx.doi.org/10.22555/joeed.v8i1.308
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Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology. CBE—Life Sciences Education, 7(4), 368 – 381. https://doi.org/10.1187/cbe.08-05-0024
Cruz, G., Payan-Carreira, R., Dominguez, C., Silva, H., & Morais, F. (2021). What Critical Thinking Skills and Dispositions do New Graduates Need for Professional Life? Views from Portuguese Employers in Different Fields. Higher Education Research & Development, 40(4), 721 – 737. https://doi.org/10.1080/07294360.2020.1785401
Deo, S. & Hölttä-Otto, K. (2023). Critical Thinking Assessment in Engineering Education: A Scopus-Based Literature Review. Journal of Mechanical Design, 146, 1-54. 10.1115/1.4064275.
Dökmecioğlu, B., Tas, Y., & Yerdelen, S. (2022). Predicting Students’ Critical Thinking Dispositions in Science through Their Perceptions of Constructivist Learning Environments and Metacognitive Self- Regulation Strategies: A Mediation Analysis. Educational Studies, 48(6), 809 – 826. https://doi.org/10.1080/03055698.2020.1833838
Ennis, R. H. (2015). Critical thinking: A Streamlined Conception. In M. Davies, & R. Barnett (Eds.), The Palgrave Handbook of Critical Thinking in Higher Education (pp. 31 – 47). Palgrave Macmillan New York.
Evans, C. (2020). Measuring student success skills: A review of the literature on critical thinking. National Center for the Improvement of Educational Assessment. https://www.nciea.org/library/measuring-student-success-skills-a-review-of-the-literature-on-critical-thinking/
Facione, N. C., Facione, P. A., & Sanchez, C. A. (1994). Critical Thinking Disposition as a Measure of Competent Clinical Judgment: The Development of the California Critical Thinking Disposition Inventory. Journal of Nursing Education, 33(8), 345 – 350. doi: 10.3928/0148-4834-19941001-05
Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Executive Summary. The Delphi Report. https://files.eric.ed.gov/fulltext/ED315423.pdf
Fišer, S. Ž., & Držanič, I. L. (2021). Fake News as a Challenge for Media Credibility. In N. Miladi (Ed.), Global Media Ethics and the Digital Revolution (pp. 153 – 168). Routledge. https://doi.org/10.4324/9781003203551
Halpern, D. F. (2013). Thought and knowledge: An Introduction to Critical Thinking. L. Erlbaum Associates.
Hamaoui, K. G. (2023). Integrating Critical Thinking Into Instruction, Assignments, and Discussions Improves Students’ Critical Analysis and Evaluation Skills in an Online Course. Teaching of Psychology, 50(4), 363 – 369.
Huang, J., Zhang, Z., Qiu, J., Peng, L., Liu, D., Han, P., & Luo, K. (2021). Automatic Classroom Question Classification Based on Bloom's Taxonomy. Proceedings of the 13th International Conference on Education Technology and Computers, 33 – 39. https://doi.org/10.1145/3498765.3498771
Hyytinen, H., Ursin, J., Silvennoinen, K., Kleemola, K., & Toom, A. (2021). The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments. Studies in Educational Evaluation,71, Article 101090. https://doi.org/10.1016/j.stueduc.2021.101090
Ismajli, H., & Neziri, M. (2019). Analyzing Languages and Communication Textbooks in the Context of Achieving Competence: Student as a Critical Thinker. International Journal of Instruction, 12 (4), 251 – 266. doi: 10.29333/iji.2019.12416a
Jacob, E., Duffield, C., & Jacob, D. (2017). A Protocol for the Development of a Critical Thinking Assessment Tool for Nurses using a Delphi Technique. Journal of Advanced Nursing, 73(8), 1982 – 1988. doi: 10.1111/jan.13306
Jones, S. L., & Procter, R. (2023). Young Peoples’ Perceptions of Digital, Media and Information Literacies Across Europe: Gender Differences, and the Gaps between Attitudes and Abilities. Technology, Pedagogy and Education, 32(4), 435 – 456. https://doi.org/10.1080/1475939X.2023.2210152
Jones-Jang, S. M., Mortensen, T., & Liu, J. (2021). Does Media Literacy Help Identification of Fake News? Information Literacy Helps, but Other Literacies Don’t. American Behavioral Scientist, 65(2), 371 – 388. htttps://doi.org/10.1177/0002764219869406
Lido, C., Swyer, A., & De Amicis, L. (2021). Social psychology of identity and stereotyping in the media. The Psychology of Journalism, 168.
Machete, P., & Turpin, M. (2020). The Use of Critical Thinking to Identify Fake News: A Systematic Literature Review. In M. Hattingh, M. Matthee, H. Smuts, I. Pappas, Y. K. Dwivedi & M. Mäntymäki (Eds.), Responsible Design, Implementation and Use of Information and Communication Technology (pp. 235 – 246). Springer, Cham. https://doi.org/10.1007/978-3-030-45002-1_20
Marni, S., Aliman, M., & Harsiati, T. (2020). Students’ critical thinking skills based on gender and knowledge group. Journal of Turkish Science Education, 17(4), 544 – 560.
Moidunny, K. (2009). The Effectiveness of the National Professional Qualification for Educational Leaders (NPQEL). [Unpublished Doctoral Dissertation]. The National University of Malaysia.
Nantha, C., Pimdee, P., & Sitthiworachart, J. (2022). A quasi-experimental evaluation of classes using traditional methods, problem-based learning, and flipped learning to enhance Thai student-teacher problem-solving skills and academic achievement. International Journal of Emerging Technologies in Learning (IJET), 17(14), 20 – 38.
Nentl, N., & Zietlow, R. (2008). Using Bloom's Taxonomy to Teach Critical Thinking Skills to Business Students. College & Undergraduate Libraries, 15(1), 159 – 172. doi: 10.1080/10691310802177135
Oktaviana, D., & Susiaty, U. D. (2020). Development of Test Instruments Based on Revision of Bloom's Taxonomy to Measure the Students' Higher Order Thinking Skills. JIPM (Jurnal Ilmiah Pendidikan Matematika), 9(1), 21 – 29. doi: 10.25273/jipm.v9i1.5638
Pal, S., & Lamba, A. K. (2024). Systematic Approach for Detection and Prevention of False Information on Social Media Platform. International Journal of Intelligent Systems and Applications in Engineering, 12(9s), 291 – 300. https://ijisae.org/index.php/IJISAE/article/view/4276
Phippen, A., Bond, E., & Buck, E. (2021). Effective Strategies for Information Literacy Education: Combatting ‘Fake News’ and Empowering Critical Thinking. In D. Baker & L. Ellis (Eds.), Future Directions in Digital Information (pp. 39 – 53). Elsevier Ltd. https://doi.org/10.1016/B978-0-12-822144-0.00003-3
Puig, B., Blanco-Anaya, P., & Pérez-Maceira, J. J. (2021). “Fake News” or Real Science? Critical Thinking to Assess Information on COVID-19. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.646909
Rafeeq, M. (2023). Unraveling the Web: Understanding the Impact of Social Media on the Proliferation of Fake News and Misinformation. Law Research Journal, 1(2), 45 – 53.
Rampeng, R., Atmowardoyo, H., & Noni, N. (2021). Speaking Materials Based on Active Learning Activities and Revised Bloom’s Taxonomy: Development, Validation, and Revision. International Journal of Humanities and Innovation (IJHI), 4(2), 57 – 65. doi: 10.33750/ijhi.v4i2.109
Roohr, K. C., & Burkander, K. (2020). Exploring critical thinking as an outcome for students enrolled in community colleges. Community College Review, 48(3), 330 – 351.
Selnes, F. N. (2023). Fake News on Social Media: Understanding Teens’ (Dis)engagement with News. Media, Culture & Society, 0(0). https://doi.org/10.1177/01634437231198447
Shao, X., Qi, R., Kawaguchi, S., Li, H. (2022). Early Critical Thinking in a Mandarin-Speaking Child: An Exploratory Case Study. Education Sciences, 12(2), 126. https://doi.org/10.3390/educsci12020126
Shukran, A., & Abdul Manaf, N. F. (2017). A Critical Analysis of Bloom’s Taxonomy in Teaching Creative and Critical Thinking Skills in Malaysia through English Literature. English Language Teaching, 10, 245. doi: 10.5539/elt.v10n9p245.
Stahl, N. N., & Stahl, R. J. (1991). We can agree after all! Achieving consensus for a critical thinking component of a gifted program using the Delphi technique. Roeper Review, 14(2), 79 - 88. https://doi.org/10.1080/02783199109553392
Stanley, T. (2021). Case studies and case-based learning: Inquiry and authentic learning that encourages 21st-century skills. Routledge. https://doi.org/10.4324/9781003233428
Syam, H. M., & Nurrahmi, F. (2020). I Don t Know If It Is Fake or Real News How Little Indonesian
University Students Understand Social Media Literacy. Jurnal Komunikasi: Malaysian Journal of Communication, 36(2), 92 – 105.
Tamez-Robledo, N. (2022). For Teens (and Adults) Fighting Misinformation, TikTok Is Still ‘Uncharted
Territory’. EdSurge. https://www.edsurge.com/news/2022-12-07-for- teens- and-adults-fighting-misinformation-tiktok-is-still-uncharted-territory
Teo, C. C., Wang, X., Tan, S. C., & Lee, J. W. Y. (2023). Enhancing Critical Thinking in Operations Management Education: A Framework with Visual-Based Mapping for Interdisciplinary and Systems Thinking. Higher Education Pedagogies, 8(1) https://doi.org/10.1080/23752696.2023.2216388
Turner, T. (2020). High School Teacher and Librarian Perspectives Regarding Teaching Digital Media Skills (Publication No. 8654) [Doctoral Dissertation, Walden University]. Walden Dissertations and Doctoral Studies. https://scholarworks.waldenu.edu/dissertation/8654
Udoudom, U., George, K., Igiri, A., & Aruku, K. (2023). Media Literacy and Its Implications for The Understanding of Truth and Reality: A Philosophical Exploration. International Journal of Multidisciplinary: Applied Business and Education Research, 4, 4244-4257. 10.11594/ijmaber.04.12.08.
Van Nguyen, T., & Liu, H. E. (2021). Factors associated with the critical thinking ability of
professional nurses: A cross-sectional study. Nursing open, 8(4), 1970–1980. https://doi.org/10.1002/nop2.875
Westbrook, C. (2014). Teaching critical thinking using Bloom’s Taxonomy. Cambridge. https://www.cambridge.org/elt/blog/2014/04/18/teaching-critical-thinking-using-blooms-taxonomy/
Widiandari, L. A., & Redhana, I. W. (2021). Students’ critical thinking skills in case study-based learning. AIP Conference Proceeding, 2330(1). https://doi.org/10.1063/5.0043204
Wiranata, D., Widiana, I. W., & Bayu, G. W. (2021). The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability. Indonesian Journal of Educational Research and Review, 4(2), 289 – 298. https://doi.org/10.23887/ijerr.v4i2.37370
Anderson, L. W., & Krathwol, D. R. (Eds.). (2000). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (1st ed.). Pearson.
Athanassiou, N., McNett, J., & Harvey, C. (2003). Critical Thinking in the Management Classroom: Bloom’s Taxonomy as a Learning Tool. Journal of Management Education, 27(5), 533 – 555. doi: 10.1177/1052562903252515
Azizi, M., Fallah-Zivlaee, S., Králik, R., & Miština, J. (2022). Gender and its role in critical thinking and critical thinking strategies used by EFL learners. Revista de Investigaciones Universidad del Quindío, 34(S3), 45 – 60.
Bezalel, G. Y. (2023). Teaching Classroom Controversies: Navigating Complex Teaching Issues in the Age of Fake News and Alternative Facts. Taylor & Francis.
Bibi, W., Butt, M. N., & Reba, A. (2020). Relating Teachers' Questioning Techniques with Students' Learning within the Context of Bloom's Taxonomy. FWU Journal of Social Sciences, 14(1), 111 – 119.
Cain, H. R., Giraud, V., Stedman, N. L. P., & Adams, B. L. (2012). Critical Thinking Skills Evidenced in Graduate Students Blogs. Journal of Leadership Education, 11(2), 72 – 87. doi: 10.12806/V11/I2/RF4
Chandio, M. T., Zafar, N., & Solangi, G. M. (2021). Bloom's Taxonomy: Reforming Pedagogy through Assessment. Journal of Education and Educational Development, 8(1), 109 – 140. http://dx.doi.org/10.22555/joeed.v8i1.308
Chin, C. (2022). The Issue Where Fake News Flourishes in Malaysia. The Star. https://www.thestar.com.my/news/education/2022/11/13/the-issue-where-fake-news-flourishes#:~:text=RELIANCE%20on%20social%20media%20as,misinformation%20in%20the%20long%20term.
Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology. CBE—Life Sciences Education, 7(4), 368 – 381. https://doi.org/10.1187/cbe.08-05-0024
Cruz, G., Payan-Carreira, R., Dominguez, C., Silva, H., & Morais, F. (2021). What Critical Thinking Skills and Dispositions do New Graduates Need for Professional Life? Views from Portuguese Employers in Different Fields. Higher Education Research & Development, 40(4), 721 – 737. https://doi.org/10.1080/07294360.2020.1785401
Deo, S. & Hölttä-Otto, K. (2023). Critical Thinking Assessment in Engineering Education: A Scopus-Based Literature Review. Journal of Mechanical Design, 146, 1-54. 10.1115/1.4064275.
Dökmecioğlu, B., Tas, Y., & Yerdelen, S. (2022). Predicting Students’ Critical Thinking Dispositions in Science through Their Perceptions of Constructivist Learning Environments and Metacognitive Self- Regulation Strategies: A Mediation Analysis. Educational Studies, 48(6), 809 – 826. https://doi.org/10.1080/03055698.2020.1833838
Ennis, R. H. (2015). Critical thinking: A Streamlined Conception. In M. Davies, & R. Barnett (Eds.), The Palgrave Handbook of Critical Thinking in Higher Education (pp. 31 – 47). Palgrave Macmillan New York.
Evans, C. (2020). Measuring student success skills: A review of the literature on critical thinking. National Center for the Improvement of Educational Assessment. https://www.nciea.org/library/measuring-student-success-skills-a-review-of-the-literature-on-critical-thinking/
Facione, N. C., Facione, P. A., & Sanchez, C. A. (1994). Critical Thinking Disposition as a Measure of Competent Clinical Judgment: The Development of the California Critical Thinking Disposition Inventory. Journal of Nursing Education, 33(8), 345 – 350. doi: 10.3928/0148-4834-19941001-05
Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Executive Summary. The Delphi Report. https://files.eric.ed.gov/fulltext/ED315423.pdf
Fišer, S. Ž., & Držanič, I. L. (2021). Fake News as a Challenge for Media Credibility. In N. Miladi (Ed.), Global Media Ethics and the Digital Revolution (pp. 153 – 168). Routledge. https://doi.org/10.4324/9781003203551
Halpern, D. F. (2013). Thought and knowledge: An Introduction to Critical Thinking. L. Erlbaum Associates.
Hamaoui, K. G. (2023). Integrating Critical Thinking Into Instruction, Assignments, and Discussions Improves Students’ Critical Analysis and Evaluation Skills in an Online Course. Teaching of Psychology, 50(4), 363 – 369.
Huang, J., Zhang, Z., Qiu, J., Peng, L., Liu, D., Han, P., & Luo, K. (2021). Automatic Classroom Question Classification Based on Bloom's Taxonomy. Proceedings of the 13th International Conference on Education Technology and Computers, 33 – 39. https://doi.org/10.1145/3498765.3498771
Hyytinen, H., Ursin, J., Silvennoinen, K., Kleemola, K., & Toom, A. (2021). The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments. Studies in Educational Evaluation,71, Article 101090. https://doi.org/10.1016/j.stueduc.2021.101090
Ismajli, H., & Neziri, M. (2019). Analyzing Languages and Communication Textbooks in the Context of Achieving Competence: Student as a Critical Thinker. International Journal of Instruction, 12 (4), 251 – 266. doi: 10.29333/iji.2019.12416a
Jacob, E., Duffield, C., & Jacob, D. (2017). A Protocol for the Development of a Critical Thinking Assessment Tool for Nurses using a Delphi Technique. Journal of Advanced Nursing, 73(8), 1982 – 1988. doi: 10.1111/jan.13306
Jones, S. L., & Procter, R. (2023). Young Peoples’ Perceptions of Digital, Media and Information Literacies Across Europe: Gender Differences, and the Gaps between Attitudes and Abilities. Technology, Pedagogy and Education, 32(4), 435 – 456. https://doi.org/10.1080/1475939X.2023.2210152
Jones-Jang, S. M., Mortensen, T., & Liu, J. (2021). Does Media Literacy Help Identification of Fake News? Information Literacy Helps, but Other Literacies Don’t. American Behavioral Scientist, 65(2), 371 – 388. htttps://doi.org/10.1177/0002764219869406
Lido, C., Swyer, A., & De Amicis, L. (2021). Social psychology of identity and stereotyping in the media. The Psychology of Journalism, 168.
Machete, P., & Turpin, M. (2020). The Use of Critical Thinking to Identify Fake News: A Systematic Literature Review. In M. Hattingh, M. Matthee, H. Smuts, I. Pappas, Y. K. Dwivedi & M. Mäntymäki (Eds.), Responsible Design, Implementation and Use of Information and Communication Technology (pp. 235 – 246). Springer, Cham. https://doi.org/10.1007/978-3-030-45002-1_20
Marni, S., Aliman, M., & Harsiati, T. (2020). Students’ critical thinking skills based on gender and knowledge group. Journal of Turkish Science Education, 17(4), 544 – 560.
Moidunny, K. (2009). The Effectiveness of the National Professional Qualification for Educational Leaders (NPQEL). [Unpublished Doctoral Dissertation]. The National University of Malaysia.
Nantha, C., Pimdee, P., & Sitthiworachart, J. (2022). A quasi-experimental evaluation of classes using traditional methods, problem-based learning, and flipped learning to enhance Thai student-teacher problem-solving skills and academic achievement. International Journal of Emerging Technologies in Learning (IJET), 17(14), 20 – 38.
Nentl, N., & Zietlow, R. (2008). Using Bloom's Taxonomy to Teach Critical Thinking Skills to Business Students. College & Undergraduate Libraries, 15(1), 159 – 172. doi: 10.1080/10691310802177135
Oktaviana, D., & Susiaty, U. D. (2020). Development of Test Instruments Based on Revision of Bloom's Taxonomy to Measure the Students' Higher Order Thinking Skills. JIPM (Jurnal Ilmiah Pendidikan Matematika), 9(1), 21 – 29. doi: 10.25273/jipm.v9i1.5638
Pal, S., & Lamba, A. K. (2024). Systematic Approach for Detection and Prevention of False Information on Social Media Platform. International Journal of Intelligent Systems and Applications in Engineering, 12(9s), 291 – 300. https://ijisae.org/index.php/IJISAE/article/view/4276
Phippen, A., Bond, E., & Buck, E. (2021). Effective Strategies for Information Literacy Education: Combatting ‘Fake News’ and Empowering Critical Thinking. In D. Baker & L. Ellis (Eds.), Future Directions in Digital Information (pp. 39 – 53). Elsevier Ltd. https://doi.org/10.1016/B978-0-12-822144-0.00003-3
Puig, B., Blanco-Anaya, P., & Pérez-Maceira, J. J. (2021). “Fake News” or Real Science? Critical Thinking to Assess Information on COVID-19. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.646909
Rafeeq, M. (2023). Unraveling the Web: Understanding the Impact of Social Media on the Proliferation of Fake News and Misinformation. Law Research Journal, 1(2), 45 – 53.
Rampeng, R., Atmowardoyo, H., & Noni, N. (2021). Speaking Materials Based on Active Learning Activities and Revised Bloom’s Taxonomy: Development, Validation, and Revision. International Journal of Humanities and Innovation (IJHI), 4(2), 57 – 65. doi: 10.33750/ijhi.v4i2.109
Roohr, K. C., & Burkander, K. (2020). Exploring critical thinking as an outcome for students enrolled in community colleges. Community College Review, 48(3), 330 – 351.
Selnes, F. N. (2023). Fake News on Social Media: Understanding Teens’ (Dis)engagement with News. Media, Culture & Society, 0(0). https://doi.org/10.1177/01634437231198447
Shao, X., Qi, R., Kawaguchi, S., Li, H. (2022). Early Critical Thinking in a Mandarin-Speaking Child: An Exploratory Case Study. Education Sciences, 12(2), 126. https://doi.org/10.3390/educsci12020126
Shukran, A., & Abdul Manaf, N. F. (2017). A Critical Analysis of Bloom’s Taxonomy in Teaching Creative and Critical Thinking Skills in Malaysia through English Literature. English Language Teaching, 10, 245. doi: 10.5539/elt.v10n9p245.
Stahl, N. N., & Stahl, R. J. (1991). We can agree after all! Achieving consensus for a critical thinking component of a gifted program using the Delphi technique. Roeper Review, 14(2), 79 - 88. https://doi.org/10.1080/02783199109553392
Stanley, T. (2021). Case studies and case-based learning: Inquiry and authentic learning that encourages 21st-century skills. Routledge. https://doi.org/10.4324/9781003233428
Syam, H. M., & Nurrahmi, F. (2020). I Don t Know If It Is Fake or Real News How Little Indonesian
University Students Understand Social Media Literacy. Jurnal Komunikasi: Malaysian Journal of Communication, 36(2), 92 – 105.
Tamez-Robledo, N. (2022). For Teens (and Adults) Fighting Misinformation, TikTok Is Still ‘Uncharted
Territory’. EdSurge. https://www.edsurge.com/news/2022-12-07-for- teens- and-adults-fighting-misinformation-tiktok-is-still-uncharted-territory
Teo, C. C., Wang, X., Tan, S. C., & Lee, J. W. Y. (2023). Enhancing Critical Thinking in Operations Management Education: A Framework with Visual-Based Mapping for Interdisciplinary and Systems Thinking. Higher Education Pedagogies, 8(1) https://doi.org/10.1080/23752696.2023.2216388
Turner, T. (2020). High School Teacher and Librarian Perspectives Regarding Teaching Digital Media Skills (Publication No. 8654) [Doctoral Dissertation, Walden University]. Walden Dissertations and Doctoral Studies. https://scholarworks.waldenu.edu/dissertation/8654
Udoudom, U., George, K., Igiri, A., & Aruku, K. (2023). Media Literacy and Its Implications for The Understanding of Truth and Reality: A Philosophical Exploration. International Journal of Multidisciplinary: Applied Business and Education Research, 4, 4244-4257. 10.11594/ijmaber.04.12.08.
Van Nguyen, T., & Liu, H. E. (2021). Factors associated with the critical thinking ability of
professional nurses: A cross-sectional study. Nursing open, 8(4), 1970–1980. https://doi.org/10.1002/nop2.875
Westbrook, C. (2014). Teaching critical thinking using Bloom’s Taxonomy. Cambridge. https://www.cambridge.org/elt/blog/2014/04/18/teaching-critical-thinking-using-blooms-taxonomy/
Widiandari, L. A., & Redhana, I. W. (2021). Students’ critical thinking skills in case study-based learning. AIP Conference Proceeding, 2330(1). https://doi.org/10.1063/5.0043204
Wiranata, D., Widiana, I. W., & Bayu, G. W. (2021). The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability. Indonesian Journal of Educational Research and Review, 4(2), 289 – 298. https://doi.org/10.23887/ijerr.v4i2.37370
Published
2024-09-01
How to Cite
ZAINAL SHAH, Norshima et al.
Fostering Critical Thinking Skills in Tertiary-Level Students for Media and Information Literacy.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 3, p. 107-123, sep. 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/27535>. Date accessed: 07 dec. 2024.
Section
English Section
