Cognitive Construction of Critical Thinking in Argumentative Writing among Arabic Language Education Students  at UIN Fatmawati Sukarno Bengkulu: البناء المعرفي للتفكير الناقد في الكتابة الحجاجية لدى طلبة قسم تعليم اللغة العربية بجامعة فاطماواتي سوكارنو الإسلامية الحكومية بنجكولو

Achmad Ja'far Sodik; Wildana Wargadinata; Abdul Wahab Rosyidi; Ahmad Nuruddin

doi:10.18326/lisania.v9i2.568-589

Authors

Achmad Ja'far Sodik Universitas Islam Negeri Maulana Malik Ibrahim, Malang, Indonesia
Wildana Wargadinata Universitas Islam Negeri Maulana Malik Ibrahim, Malang, Indonesia
Abdul Wahab Rosyidi Universitas Islam Negeri Maulana Malik Ibrahim, Malang, Indonesia
Ahmad Nuruddin Institut Agama Islam Sunan Kalijogo, Malang, Indonesia

DOI:

https://doi.org/10.18326/lisania.v9i2.568-589

Keywords:

Cognitive Construction, Critical Thinking, Argumentative Writing

Abstract

This study aims to reveal the cognitive construction of critical thinking in the argumentative writing of students in the Arabic Language Education Department (PBA) at UIN Fatmawati Sukarno Bengkulu. Using a qualitative approach, the data consisted of units of ideas within sentences, paragraphs, and texts derived from students’ argumentative essays collected through writing assignments in the insya’ course. Data analysis followed Miles and Huberman’s model: data reduction, data display, verification, and conclusion drawing. The findings show that the cognitive construction of critical thinking comprises four dimensions: interpretation, analysis, inference, and evaluation. Interpretation involves perspective and definition formation; analysis includes argument components and structure; inference consists of deductive and inductive reasoning; and evaluation covers argument accuracy and logical validity. These findings contribute to the development of argumentative writing instruction by mapping how critical thinking emerges in students’ texts.

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