Arifin Maksum, Desy Safitri, Nurzengky Ibrahim, Arita Marini, Apri Wahyudi
This study aims at offering a model to improve student critical thinking through self-leadership at elementary schools in South Jakarta in Indonesia. This model presents that critical thinking can be developed by analysis of cognitive skills, interpretation, inference, evaluation, and monitoring. However, the correlation between explanation and critical thinking is not supported in this study. Student self-leadership is predicted by self-monitoring, goal setting, self-rewarding, self-punishment, clues strategies, intrinsic rewards, rewards after successful activity completion, focusing on attracting task features, desiring successful performance, self-talking, and assessing own thoughts and ideas. Data were collected from 205 students at Grade V from Guntur 01, 03, 08, and 09 public elementary schools in South Jakarta in Indonesia. Analytical data applied the Structural Equation Modelling (SEM). The results showed that there is a positive correlation between student critical thinking and its five dimensions, specifically, analysis of cognitive skills, interpretation, inference, evaluation, and monitoring. However, the association of explanation with critical thinking is not supported in this study. Findings also confirmed that self-monitoring, goal setting, self-rewarding, self-punishment, clues strategies, intrinsic rewards, rewards after successful activity completion, focusing on attracting task features, desiring successful performance, self-talking, and assessing own thoughts and ideas are positively related to student self-leadership. © 2020, Primrose Hall Publishing Group.
Universitas Negeri Jakarta, Indonesia
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