Critical Thinking in Marugoto Textbook Based on Social Constructivism Learning

Yulius Thedy

Abstract

Education 4.0 requires learners to have critical thinking as a skill to be learned in this era. The rising popularity of Japanese language education has made a new arrival of a textbook called Marugoto. A question about how Marugoto in Education 4.0 can provide the awareness of critical thinking arises as the problem of this research. Therefore, this research aims to see whether Marugoto as a Japanese language  textbook  can  provide  critical  thinking  or  not.  In  order  to  see  it,  this  study  use  social constructivism theory argued by Lev Vygotsky to analyze Marugoto. This is a qualitative study which applies an analytical descriptive method in its explanation and textbook analysis framework to analyze Marugoto. The results of the analysis show that Marugoto textbook is suitable to be learned with social constructivism approach and it can provide the awareness of critical thinking in education. From the structure  analysis,  it  can  be  seen  that  Can-do  in  JF  Standard  can  be  seen  as  Zone  of  Proximal Development or ZPD that serves as an area of knowledge that learners have to achieve through social interaction. On the other hand, content analysis conducted on this study shows that reflective questions featured in Marugoto make learners reflect their own cultural background and identity that enable them to build the awareness of critical thinking. This research also suggests a new prospect of research that apply Marugoto textbook in a classroom where teachers and students interact to clearly decide whether Marugoto can be used to provide critical thinking in education or not.

Keywords: Critical Thinking, Education 4.0, Learning, Marugoto, Social Constructivism

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