CRITICAL THINKING AND ITS AFFECTING FACTORS

Slameto
Universitas Kristen Satya Wacana Salatiga
JL. Diponegoro, No. 52-60, Salatiga, Sidorejo, Salatiga, Jawa Tengah
[email protected]

ABSTRACT
The objectives of this research were to measure the success rate achieved by the alumni
of Open/Distance Learning (O/DL), the Bachelor Education In-service Teachers
Program (BEITP), Staya Jacana Christian University(SWCU), Salatiga in their critical
thinking habit that lead to their success, and to find factors which determined their
critical thinking habit. The factors concerned were student factor (learning motivation,
alumni’s readiness to enter ICT community, prerequisite) or teacher factor (teacher’s
ability in creating and using a new instructional context). This quantitative research
belongs to the causality ex-post facto research. The data source was one class of O/
DL, the BEITP, SWCUstudents, who were chosen out of four classes, as many as
32 alumni in the academic year 2015/2016. Data were screened using a self-rating
scale, which consisted of 40 items tested valid and reliable, and then reduced to 5
variablas. The BEITP, SWCU Salatiga had graduated most of its alumni who owned
critical thinking habit at a high rate. The critical thinking habit was affected by the
instructional contexts which enabled a new situation (Model 1), alumni’s readiness
to enter the ICT community (Model 2), pre-requisite, i.e., mastery of previous lecture
materials (Model 3), and student’s learning motivation (Model 4) to reach 81%. The
alumni’s critical thinking habit of 51.20% was determined by the teacher’s role in
developing instructional contexts which made a new situation possible. This finding
was useful for educational quality management for the effectiveness and productivity
of higher education, which should have been focused on the teacher in developing an
instructional strategy based on context, alumni readiness to enter the ICT community,
prerequisite, and student’s learning motivation.

Keywords: critical thinking habit, learning motivation, ICT community, prerequisite,

instructional contexts.

ABSTRAK
Tujuan penelitian ini adalah untuk mengukur tingkat keberhasilan dalam berpikir
kritis dan faktor-faktor yang menentukan kebiasaan berpikir kritis para alumni Open/
Distance Learning (O/DL), Program Guru In-Service Guru Pendidikan (BEITP),
Universitas Kristen Satya Wacana (UKSW), Salatiga. Faktor-faktor yang berkenaan
dengan siswa meliputi motivasi belajar, kesiapan alumni untuk memasuki komunitas
TIK, prasyarat, dan faktor guru meliputi kemampuan guru dalam menciptakan
dan menggunakan konteks pembelajaran baru. Penelitian kuantitatif ini termasuk
dalam penelitian kausalitas ex post facto. Sumber data adalah satu kelas O/DL,
BEITP, dan mahasiswa UKSW yang dipilih dari empat kelas sebanyak 32 alumni
pada tahun ajaran 2015/2016. Data yang disaring menggunakan self-rating scale
yang terdiri dari 40 item yang diuji valid dan reliabel kemudian dikurangi menjadi
5 variabel. Alumni BEITP, UKSW Salatiga telah lulus dan sebagian besar memiliki
kebiasaan berpikir kritis pada tingkat tinggi. Kebiasaan berpikir kritis dipengaruhi

Critical Thinking and...(Slameto) 1

 oleh konteks instruksional yang memungkinkan situasi baru (Model 1), kesiapan
alumni untuk memasuki komunitas TIK (Model 2), prasyarat, yaitu penguasaan
bahan kuliah sebelumnya (Model 3), dan siswa Motivasi belajar (Model 4) mencapai
81%. Kebiasaan berpikir kritis alumni sebesar 51,20% ditentukan oleh peran guru
dalam mengembangkan konteks pembelajaran yang membuat situasi baru menjadi
mungkin. Temuan ini bermanfaat untuk manajemen kualitas pendidikan untuk
efektivitas dan produktivitas pendidikan tinggi, yang seharusnya difokuskan pada
guru dalam mengembangkan strategi pembelajaran berdasarkan konteks, kesiapan
alumni untuk memasuki komunitas TIK, prasyarat, dan motivasi belajar siswa.

Kata Kunci: kebiasaan berpikir kritis, motivasi belajar, komunitas TIK, prasyarat,
konteks instruksional.

INTRODUCTION
Critical thinking skills are essential skills for life, work, and function effectively in all
other aspects of life (Slamet, 2014). The role of teachers is now more complex than ever before,
for example, how teachers respond to the diverse needs of students is constantly changing as a
result of such rapid technological developments and the demands of the community to achieve
excellence, as well as changes in the social construction of society and globalization. Critical
thinking is a cognitive activity which is related to the use of reasoning. Learning to think
critically means using mental process, such as listening, categorizing, selecting, and assessing
or deciding. Critical thinking ability gives a precise direction in thinking and working, and
helps in determining a relationship between things in a more accurate way. Therefore, the
critical thinking ability is very much needed in solving or finding a solution to a problem and
in managing assignments (Prabowo, 2011). In order to become a habit, the development of
critical thinking ability involves the integration of a few abilities: observation, perception of
information from various viewpoints, analysis, reasoning, assessment, decision making, and
persuasion. The better the development of these abilities-given such habit has been formed, we
will be more able to overcome complicated problems which a satisfactory result.
Critical thinking includes activities, such as detailed and thorough observation,
identification of tendencies and patterns as in information mapping, identification of similarities
and dissimilarities, etc., repeating observation to ensure there is no skipping, seeing the obtained
information from various viewpoints, selecting preferred solutions objectively, and considering
impacts and long-range consequences from the solutions that have been chosen (Edi, 2012).
Learning to develop critical thinking habit emphasizes the importance of student’s efforts
to actively analyze and solve various surrounding problems including the learning process.
Reference (Kember, 1997) ]asserted that teacher’s lack of understanding about critical thinking
results in the tendency to not teach nor assess the student’s thinking skills. Often, critical
thinking instructions are thought of as problem solving, despite solving problems are part of
critical thinking ability (Prabowo, 2012).
The development of critical thinking ability is an integration of some parts of ability
development, such as observation, analysis, reasoning, assessment, decision making, and
persuasion. The better the development of these abilities, we will be more able to overcome
complicated problems or projects which a satisfactory result. Instructional strategies which can
increase critical thinking ability are (1) group learning through small group discussions, (2)
using relevant contexts such as a problem in the training material which is understood by the
participants can increase critical thinking ability, and (3) assessment procedure which needs an
in depth study motivates participants to learn more meaningfully without rote memorization

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(Gokhale, 1995). A group learning method or an ability to cooperate is very much needed.
Besides overcoming individual learning weaknesses which is often caused by self-limitation,
working in groups also characterizes modern development nowadays. Effective collaboration
is usually balanced by individual skills in a continuous inquiry.
One factor which determines the success of critical thinking instructional program is
training for teachers. However, we have to remember that training only will not be effective in
improving thinking skills if its application is not as expected and not supported by appropriate
administration and management, and the on-going program is not compatible with the student
population (Cotton, 1991). Although it is not yet developed, the ICT-based instructional
management which stresses on the importance of program productivity (in this case critical
thinking habit) enables teachers to make a reflection on the process of their instructions both
at individual and group levels (for example, in a conference and a joint product on on-line
electronicself-assessment). Motivating teachers and students to think critically about teaching-
learning processes (in the ICT-based instructions) can make some aspects of teacher’s pedagogy
more accurate and efficient (Slameto, 2015).
The problems in this research were limited in the development of the critical thinking habit
of students of O/DL, the BEITP, SWCUSalatiga.The problem statements were: (1) how high
is the rate of critical thinking habit for the success of the alumni? (2) what side factors of the
instructions determine critical thinking habit for the success of the alumni? In the educational
perspective as a system, the result (the alumni’s success in the form of critical thinking habit)
was directly affected by the process (instructional management). Here, the students and the
teachers play a primary role to be attended (Miarso, 2008). The student factor includes learning
motivation (X1), readiness to enter ICT community (X2), and the mastery of past materials
(prerequisite) (X3).The teacher factor comprises teacher’s ability to create and to use new
instructional contexts in the ICT-based PJJ program (X4) (Gokhale, 1995).
 Motivation is a drive which arises consciously or unconsciously to do an action for a
particular purpose (Depdikbud, 1994). Motivation comes from the word motif, meaning a
motor from the inside and in a subject to perform a particular activity for a purpose. Motif can
also mean an internal condition (alertness); therefore, motivation means an active motor power
at particular times to achieve an urgent or felt purpose. For students, their primary activity is
to study. According to Reference (Slameto, 2010), motivation is a driving power or stimulus
to achieve an objective. Student’s learning motivation is an internal state which stimulates
and directs their attitude for a purpose to be achieved in participating in education (Anggraini,
2016). What is meant by student motivation, therefore, is the whole internal drive power which
evokes a learning activity Norma, 2016).
Student learning motivation should have been realized in the following attitudes: always
coming to classes, attending to lectures actively, making notes diligently, doing assignments
given by teachers on their own initiative and awareness, reading in or borrowing from the
library, and using leisure time to study. Besides, students who have a high learning motivation
possess a high target to achieve, a sense of appreciation to themselves, and a competition of
achievement among classmates because for them attending classes is very important for their
future life.
Education is a means for social empowerment for the future and preparing students to
encounter global change challenges (Wiggin et al., 2009). Education must play its role and
prepare students for the constellation of global society. Despite its future orientation, it must
be based on the present conditions (jalal & Supardi, 2001). The global society constellation
is characterized by advances in science and technology, especially the information and
communication technology (ICT). The ICT or information community is often used to describe

Critical Thinking and...(Slameto) 3

a community which uses information technology in a high intensity in everyday life. The
community uses the same or compatible technology for various individual, social, educational,
business activities, and even to spend leisure time. The technology has the ability to send,
receive, and exchange digital data in a high velocity between places regardless of distances.
The ICT community or the information is also called digital community (Wikipidia Bahasa
Indonesia, 2016).
Some of the indicators for the ICT community can be identified from the ability in utilizing
ICT individually or in a team work to support critical thinking, creativity, and innovation for
educational purposes, networking, and recreational purposes; from the critical and reflective
attitude when receiving information in a conscious way that there is a business motif in
technology; from the understanding in the consequences of using ICT, owning competence in
understanding the values and responsibilities in communication and other qualities; from being
responsible in using technology, having sensitivity in making the internet safe (Susanti, 2012).
In agreement with the principle of re-constructionism, the condition of the society always
wants basic changes (Sanaky, 2016). In this case, education especially the Higher Education
should be able to produce products which are needed by the changes towards ICT community.
In the adverse condition of education in Indonesia, the problem is whether education/higher
education is still competent in producing graduates who are ready for the ICT community:
what factors are affecting? This is critical for the quality management of education in view of
effectiveness and productivity of Higher Education.
Prior knowledge, which is also called prerequisite knowledge, is a group of students’
knowledge and experiences obtained throughout their life time, and what they would bring
to a new learning experience. What the students know more or less affects what they are
learning. A student learns by connecting new ideas with old ones. The significance of the prior
knowledge is to help students build a bridge between new knowledge and that that they have
already (Arends, 1997). Prior knowledge has at least four characteristics: (1) it is based on
student’s life experiences, (2) student’s prior knowledge is sometimes different from that used
by scientists or teachers, (3) it is resistant to changes and tenacious, although it goes through a
formal instruction, and (4) prior knowledge will affect the process of instruction or conceptual
development (Tsai & Hung, 2002). The student’s prior knowledge is an important element
in the process of lectures because it can help students find new things and understanding. It
determines a possible, new learning (Istibsyaroh, 2017).
Contexts are physical or social environmental aspects which are interconnected with
particular utterances. In addition, contexts are a set of knowledge which has the same speakers
and listeners selain itu, so that the listeners understand what is meant by the speaker. Contexts are
a cause and a reason for a conversation to take place (Lestari, 2015). In an instruction, contexts
are related to participants (teachers and students) and they also play a role in understanding
meaning and information conveyed by the teacher including in the ICT-based instructions. The
use of a relevant context such as the problem in the class materials which is understood by
participants may increase critical thinking ability, and furthermore, an assessment technique
which needs a deeper study encourages students to learn more meaningfully but not only
memorizing (Gokhale, 1995).
The objectives of this research were to measure the rate of critical thinking habit as a
token for the alumni’s success, and to identify side factors in the instructions which became
determinants for critical thinking habit, including student factor, namely, learning motivation,
readiness to enter the ICT community, and the mastery of previous lectures (prerequisite).
Teacher factor included teacher’s ability in creating and using new instructional contexts in
the ICT-base O/DLclasses. A new finding in this research would have been very useful for

4 Jurnal Penelitian Humaniora, Vol. 18, No. 2, Agustus 2017: 1-11

educational quality management, not only in terms of efficiency but also effectiveness in the
productivity of the ICT-based PJJ Program.

RESEARCH METHOD
This study was conducted on the basis of the assessment of the alumni of O/DL, the
BEITP, SWCUSalatiga. The O/DL program was administered in 5 different regencies, namely,
Kebumen, Grobogan, Pati, Kudus, and Batang. The sample was randomly selectedfrom one
regency, i.e., Batang regency,as many as 48 people.
Based on the formulation of the problem, this research was an inferential quantitative
research. The quantitative research revealed inferential relationship between two or more
variables that could examine the effect of variables X1 (student learning motivation), X2
(readiness of graduates to enter the ICT community), X3 (prerequisite-the mastery of the
previous lecture material), X4 (instructional context that allow new situations) and Y (the
alumni’s critical thinking); then found the determinant variable among the four independent
variables in question. The time of this study was the 2nd half of 2014/2015.

1. Statistical Hypothesis
In the ordinal order, the variable of the alumni’scritical thinking, there was one dominant
level among four categories: low, medium, high and very high. Among the 4 independent
variables, there were positivelysignificant determinants on the critical thinking of alumniin the
ICT-based program. In other words, the regression coefficient predictor determinant (b1) was
significantly positive. Statistical hypothesis proposed were:

H0: b1 = 0 (there is no determinant influence on critical thinking of alumniof BEITP for teachers
through open/distance learning)
H1: b1≠ 0 (there is a determinant influence on critical thinking of alumniof BEITP for teachers
through open/distance learning)

The effects on individual or multiple variables were discovered by looking at the value of
b in the determinant variable. Furthermore, the significance of value b will be tested by t-test.
T significance was seen in its value. If b was positive, and t was significant at an error rate of
less than 0.05, the hypothesis H1 would be accepted.

2. Instruments and Data Analysis Techniques

The data of this study was quantitative data in the form of numbers; Ordinal data was
data that was expressed in forms of categories and ranked. Ordinal scale used was the ranking
scale (Likert Scale) that consists of statements and answers with low, medium, high and very
high corresponding to measurement purposes. Data were collected through a self-rating scale
consisting of 32 items that had been proven its validity and reliability; Score validity 0.199 to
0,827, with a reliability index Cronbach’s alpha = 0.93.
Data on values of variables were analyzed by using frequency distribution and linear
regression (double) with Stepwise Model. The collected instrument items used the calculation
of factor analysis. Furthermore, the researcher created the model of relationship (causal models).
The patterns of the independent variables influence (determinant) on the dependent variable
was tested by F test at the 0.05 level. This calculation was carried out with SPSS version 20.
In the testing concept model, the determinant coefficient from the independent variable
to the dependent variable was calculated. The calculation result of the determinant coefficient
from fourindependent variables in this study on the dependent variable was adjusted by

Critical Thinking and...(Slameto) 5

R2 coefficient. If the significance r was less than or equal to 0.05, this model was declared
significant, as X1-4 (selected) influenced Y, as much as adjusted R2 coefficient.

FINDINGS AND DISCUSSION

1. Descriptive Analisis
After the data were screened by self-rating scale which consisted of 40 items, the
data were then reduced to 5 and were analyzed descriptively with the help of the SPSS for
windowsprogram version 20. The result is shown in Table1 below.

Table 1 Variable Statistical Index

Mean Med. Sd. Min. Max.
X1 2.7273 3.0000 .51676 2.00 4.00
X2 2.5758 3.0000 .61392 2.00 4.00
X3 2.7273 3.0000 .57406 1.00 4.00
X4 2.4848 3.0000 .83371 1.00 4.00
Y 2.4394 2.5000 .47611 1.50 3.25

Based on the result of the descriptive analysis as presented in Table 1 above, most of the
respondents (alumni) have learning motivation (X1) at the medium rate, readiness to enter
the ICT community (X2) at the medium rate, mastery of the prerequisite (previous lecture
materials) (X3) at the mid-high rate, and teacher’s ability in preparing instructional contexts to
yield a new situation (X4) at the medium rate, and students/alumni’s critical thinking (Y) at the
high rate.

2. Hypothesis Test
The next analysis was to know whether the four free variables (X1-4) affected the students/
alumni’s critical thinking habit(Y). If it was true, how many models there were and how
significant was their models? The result of the regression analysis is shown in Table 3 below.
Table 3 Model Summary
Adjusted R Std. Error of the
Model R R Square
Square Estimate
1 .726a .527 .512 .33274
2 .862b .744 .727 .24886
3 .897c .805 .785 .22069
4 .913d .834 .810 .20757
a. Predictors: (Constant), X4
b. Predictors: (Constant), X4, X2
c. Predictors: (Constant), X4, X2, X3
d. Predictors: (Constant), X4, X2, X3, X1

The result of the hypothesis test by regression analysis as presented in Table 3 above
shows that 4 models were discovered; Model 1 Instructional context which yields a new
situation (X4) affected the alumni’s critical thinking habit (Y): R gained = 0. 726 andadjusted
R Square = 0.512or51.20%. Model 2 Instructional context which yields a new situation (X4)
and Alumni readiness to enter the ICT community (X2) affected the alumni’s critical thinking
habit (Y): R gained = 0. 862 andAdjusted R Square = 0.727 or 72.70%. Model 3 Instructional
context which yields a new situation (X4), Alumni readiness to enter the ICT community

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(X2), andPrerequisite, i.e.,themastery of previous lecture materials (X3) affected the alumni’s
critical thinking habit (Y): R gained = 0.897 and Adjusted R Square = 0.785 or78.50%. Model
4Instructional context which yields a new situation (X4),Alumni readiness to enter the ICT
community(X2), Prerequisite, i.e., the mastery of previous lecture materials (X3) and Student
learning motivation (X1) affected the alumni’s critical thinking habit(Y): R gained = 0.913 and
Adjusted R Square = 0.810or81%. Therefore, the hypothesis which asserted that there was a
determinant for the alumni’s critical thinking had been supported by data.
Table 4. ANOVAe
Sum of Mean
Model df F Sig.
Squares Square
Regression 3.822 1 3.822 34.518 .000a
1 Residual 3.432 31 .111
Total 7.254 32
Regression 5.396 2 2.698 43.562 .000b
2 Residual 1.858 30 .062
Total 7.254 32
Regression 5.841 3 1.947 39.978 .000c
3 Residual 1.412 29 .049
Total 7.254 32
Regression 6.047 4 1.512 35.091 .000d
4 Residual 1.206 28 .043
Total 7.254 32
a. Predictors: (Constant), X4
b. Predictors: (Constant), X4, X2
c. Predictors: (Constant), X4, X2, X3
d. Predictors: (Constant), X4, X2, X3, X1
e. Dependent Variable: Y

Table 3 Anova above explains four models: Model 1 Instructional context which yields
a new situation (X4) affected the alumni’s critical thinking habit (Y): F gained = 34.518 at the
significant level 0.000. Model 2 Instructional context which yields a new situation (X4) and
Alumni readiness to enter the ICT community(X2) affected the alumni’s critical thinking habit
(Y): F gained = 43.562 at the significance level 0.,000. Model 3 Instructional context which
yields a new situation (X4), Alumni readiness to enter the ICT community (X2) and Prerequisite,
i.e., the mastery of previous lecture materials (X3) affected the alumni’s critical thinking habit
(Y): F gained = 39.978 at the significant level 0.000. Model 4 Instructional context which
yields a new situation (X4), Alumni readiness to enter the ICT community(X2), Prerequisite, i.e.,
the mastery of previous lecture materials (X3) and Student’s learning motivation (X1) affected
the alumni’s critical thinking habit (Y): F gained = 35.091 at the significance 0.000.The rate
of significance level in the four models was 0.000 which is smaller than 0.05. Therefore, the
four predictor variables affected the alumni’s critical thinking habit positively and significantly.

3. Discussion
The result of this research obtained 4 models: Model 1 Instructional context which yields
a new situation had affected the alumni’s critical thinking habit at 51.20%. The instructional
process should have been able to create a conducive class atmosphere to support the existence
of quality instructional process, which results in meaningful learning for students, and in turn
facilitates the optimal development of competence and potentials of the students, including

Critical Thinking and...(Slameto) 7

their critical thinking habit. In an instructional process, the important thing is not only the
materials to be taught or whoever the teacher is, but how the materials are taught, how the
teacher creates a conducive class atmosphere in the instructional process. Many factors need
to be attended to in creating a quality and conducive class atmosphere in order to improve
students’ achievement. The factor to be attended to according to Reference (Muhtadi, 2005)
are among others, the instructional approach should be orientated to the way students learn
(student centered); teacher’s appreciation to the students for their active participation in the
learning process. Teachers should be democratic in administering class activities, each problem
that arises should better be discussed dialogically, various kinds of learning resources can
be easily accessed or learned promptly. Class environment should be set in such a way that
motivates students and leads to appropriate instructional process.
The result of the research by Reference (Astuti, 2014) concluded that students’ learning
motivation varied: 8% were at the high category, 72% at the medium category, and 20% at the
low category. Therefore, the motivation of most students (72%) was at the medium category.
Meanwhile, Reference [24] asserted that learning motivation gave a small effect (2%) on
the students’ learning result. In contrast, however, Reference (Irianti, 2012) in her research
concluded that learning motivation affected positively on the 2008 students’ achievement in
the Entrepreneurship subject at FKIP Pendidikan Akuntansi, Universitas Muhammadiyah,
Surakarta with the effective contribution of 6.9%. Sovia, (2015) in her research found that the
rate of students’ learning motivation after taking a class was at the very high category, which
was contrary to the research finding of Purwanti (2012) which indicated that the learning
motivation of most students was low. One of the things that needs teacher’s attention in
order to improve students’ learning motivation was by applying a precise instructional model
(Sanaky, 2016). Unlike this finding, learning result being measured was the critical thinking
habit, while the position of learning motivation has just played its role when three variables
were followed: the instructional context which yields a new situation, alumni’s readiness to
enter the ICT community, and the prerequisite, i.e., the mastery of previous lecture materials.
The contribution of motivation to critical thinking habit was 2.50%.
The alumni’s readiness to enter the ICT community in this research evidently went with
the instructional contexts which brought about a new situation contributed 72.70%; in other
words, the alumni’s readiness to enter the ICT community alone contributed 21.50%. This
research agrees with the premise developed by Johari (2004) who revealed that an ICT project
where children read books and then use email communication to exchange responses with
other learners will support critical thinking. Education and instruction landscape is more and
more challenged by rapid changes through technological advances and future knowledgeable
society, in which manpower is the key that makes education an integral part of development
with the ICT as the primary motor in changes and advances (Johari, 2004).
Skills involved in critical thinking into three kinds: metacomponent, performance
component,and acquired knowledge component. The study on critical thinking combines
educational tradition, philosophy, and psychological reasoning. Critical thinking comprises
mental, strategic, and representational processes that people use to solve problems, make
decisions, and learn new concepts (Sternberg, 1986). Therefore, it is appropriate if the
mastery of previous lecture materials (prerequisite) becomes an absolute requirement for skill
development and critical thinking habituation. Knowledge and experience are prerequisitet to
critical thinkingin the area in which the thinking is done (Russel, 1963).
This new finding is very much useful for educational quality managementin terms of
effectiveness and productivity of Higher Education. The primary determinant for the habit of
critical thinking is teacher’s role in developing instructional contexts which bring about a new

8 Jurnal Penelitian Humaniora, Vol. 18, No. 2, Agustus 2017: 1-11

situation. Despite being undeveloped, the important characteristic of management approach
of the ICT enables teachers to make a reflection on the process of planning, implementation,
and evaluation of the instructions either individually or in groups, for example, in a conference
and a joint product of on-line electronic self-assessment. Stimulating teachers and students to
think about teaching-learning processes (ICT-based instructions) may make some aspects of
teacher’s pedagogy more accurate, effective, and efficient (Slameto, 2016). This new finding
will be very much useful for educational quality managementin terms of effectiveness and
productivity of Higher Education as executor of the ICT-based PJJ Program.

CONCLUSION
This research has measured critical thinking habit of the alumni of O/DL, the BEITP,
SWCUSalatiga.It was evident that O/DLthe BEITPhas graduated most of its alumni with critical
thinking habit at a high rate. The alumni’s critical thinking habit was affected by the instructional
contexts which brought about a new situation (Model 1) at 51.20%. The instructional contexts
with a new situation and the alumni’s readiness to enter the ICT community (Model 2) affected
the alumni’s critical thinking habit at 72.70%. The instructional contexts with a new situation,
the alumni’s readiness to enter the ICT community, and the prerequisite, i.e., the mastery of
previous lecture materials (Model 3) affected the alumni’s critical thinking habit at 78.50%. The
instructional contexts with a new situation, the alumni’s readiness to enter the ICT community,
and the prerequisite, i.e., the mastery of previous lecture materials, and students’ learning
motivation (Model 4) affected the alumni’s critical thinking habit at 81%.
This new finding will be very much useful for educational quality managementin terms
of effectiveness and productivity of Higher Education as executor of the ICT-based PJJ
Program. The primary determinant for critical thinking habit is the teacher’s role in developing
instructional contexts which yield a new situation. The alumni’s critical thinking habit of
51.20% was determined by the teacher’s role in developing instructional contexts which
yield a new situation. Therefore, it enables teachers to make a reflection on the process of
planning, implementation, and evaluation of the instructions either individually or in groups.
The management is focused on the teachers in developing context-based instructional strategy,
alumni’s readiness in entering the ICT community, the prerequisite, and student’s learning
motivation.

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