ARTICLE REVIEWS

Written by

HILARIO SATRIA DE LIMA

23021340064

These article reviews are for fulfilling

the assignment of Philosophy Of Science

MAGISTER OF ENGLISH EDUCATION STUDY PROGRAM

YOGYAKARTA STATE UNIVERSITY 2023

Journal and Title IJCER (International Journal of Contemporary Educational Research) | The Effect
of Philosophy for Children (P4C) Curriculum on Critical Thinking through
Philosophical Inquiry and Problem Solving Skills
Vol and Pages Volume 9, Number 1 , 130-142
Year March 2022
Authors Sema Isiklar, Yasemin Abali Ozturk
reviewer Hilario Satria De Lima, S.Pd

INTRODUCTION:

In the first paragraph of this journal, the author asserts reports on the results of exams (e.g., Pisa
exam). It measures high-level skills that students have difficulty interpreting and evaluating the
information they have learned in various areas such as science and mathematics (Aydın, Selvitopu
& Kaya, 2018). The author also stated that students have difficulty mastering sophisticated
thinking skills such as critical thinking and problem solving. It is contrary to the traditional
understanding of education. Therefore, approaches that will develop children's thinking and
questioning skills have become more and more remarkable over time.

Although the philosophy for children approach is close to the pragmatic philosophy of George
Herbert Mead, Charles Sanders Peirce, Lev Vygotsky and Justus Buchler as its main framework. The
author refers to John Dewey’s student’s centered understanding and pragmatic philosophy which
asserts that thinking skills should be strengthened as early as possible. John Dewey's views such as
encouraging children to think and talk about what, why and how they will do it, children becoming
active in the classroom, and the value of what children produce gave direction to the Philosophy for
Children approach (Okur, 2008). Here the author also describes the importance and its relevant P4C
(Philosophy for Children) in education and why school should apply this approach.

In the implementation, the author states that P4CC (Philosophy for Children Curriculum) contributes
children's critical thinking, problem solving, asking questions, listening, cause and effect skills, and
thinking skills about concepts that are important to them, curiosity and desire to explore. Children
can develop different perspectives and think more flexibly and effectively. P4CC attempts to make
philosophical inquiry with children under adults' guidance and discuss philosophical concepts such as
happiness, love, right, wrong, injustice, and fairness through their daily life experiences or stories.
Children define these concepts with reasoning related to the questions, and they try to make
connections between their daily lives.

METHOD

This study aims to examine the effect of P4CC on 5-6-year-old children’s critical thinking skills
through philosophical inquiry and their problem-solving skills. Since the experimental and control
groups would be compared before and after the implementation, the study used a quasi-
experimental model with the pretest-posttest control group, one of the quantitative research
designs.
The purpose of experimental research is to create an environment in which the researcher can
distinguish a certain variable by controlling all other variables to show what the effect of a specific
approach or intervention is and the cause-effect relationship between variables (Büyüköztürk, 2016;
Johnson, 2015).

The study's dependent variable was 5-6 year-old children’s critical thinking through philosophical
inquiry and their problem solving skills, and the independent variable was the "Philosophy for
Children Curriculum". P4CC was administered to the children in the experimental group for 10
weeks, and no intervention was made in the control group. P4C curriculum practices were carried
out in the experimental group by the researchers. The control group continued their standard
curriculum with their own teacher.

The author also states the study group which composed of (5-6-year old) who are in the study group
are studying in kindergartens of a primary school in Çanakkale in the 2018-2019 academic year and
have similar socio-economic status. There were 20 children in the experimental group and 20
children in the control group. The children in the study group are in the range of 60-72 months, and
the mean of the months is 65.4 months.

For the Data Collection Tools, the author deployed a "Personal Information Form" to obtain
demographic information regarding children and their families. To measure the effectiveness of the
developed curriculum, “Critical Thinking Scale through Philosophical Inquiry for Children 5-6 Years
Old (CTSPI)" developed by Karadağ, Yıldız Demirtaş and Yıldız (2017) and "Problem Solving Skills
Scale for Children (PSSS)" developed by Oğuz and Köksal Akyol (2015) were used as pretest and post-
test.

FINDINGS

The first sub-problem of the study was "Is there a significant difference between the critical thinking
skills through philosophical inquiry pretest and posttest scores of the children in the experimental
and control groups?". Although there was no statistically significant difference when the means of
the groups were compared, a higher increase was noted across the mean of the experimental group,
meaning that P4CC positively affects critical thinking skills through philosophical inquiry.

The second sub-problem of the study was, "Is there a significant difference between the children in
the experimental group's critical thinking through philosophical inquiry pretest and posttest
scores?". Accordingly, it may be wise to mention that P4CC positively affects the critical thinking
through philosophical inquiry levels of the children in the experimental group.

There are still 4 more findings since this study aims to examine the effect of P4CC on 5-6-year-old
children’s critical thinking through philosophical inquiry and their problem-solving skills and
contribute to the field in this regard and shed light on further studies.

CONCLUSION

The author explains the discussion into two parts

First is the results of the study showed that the Philosophy for Children curriculum promotes critical
thinking skills through philosophical inquiry. Though there was a greater increase in the posttest
mean scores of the experimental group with the implemented program, no statistically significant
difference was identified between the control group and the experimental group. Considering the
reasons for the fact that no significant difference was found in terms of critical thinking dimension of
the curriculum, these factors may include the time period and the number of the working group, as
well as the learning outcomes of the Preschool Curriculum, including those related to critical thinking
skills, and activities that allow critical thinking and inquiry-based thinking.

And there is also based on the results related to problem-solving skills in the 4th and 5th sub-
problems of the study, a significant difference was found between problem-solving skills related to
P4C. The results obtained after P4C was administered to the experimental group for a total of 15
sessions for 45 days showed that the experimental group's self-esteem level and problem-solving
skills increased significantly.

SECOND JOURNAL
 Journal and Title International Forum of Educational Technology & Society (IFETS) "Systematic
Planning for ICT Integration in Topic Learning"
Vol and Pages Volume 10, Number 1 , 148-156
Year 2007
Authors Qiyun Wang and Huay Lit Woo
reviewer Hilario Satria De Lima, S.Pd

BACKGROUND:

The author emphasized the importance of having a clear and relevant problem statement as the
starting point for the ICT-integration plan. It suggested that the problem statement should be
authentic, ill-structured, and challenging, and should be relevant to the intended target learners
rather than to the teacher-designers. However, the writer did not provide information on whether a
specific research question or problem was clearly stated and relevant to the field.

However, it provided background information on the importance of integrating ICT into education
and the potential benefits of doing so. It also discussed the challenges that educators might face
when integrating ICT into their teaching practices. Additionally, the writer presented a systematic
model for designing ICT-integration plans, which included a problem statement, learning objectives,
assessment, reflection, technology required, rationale, and strategies. Therefore, the writer provided
an adequate background information to understand the context of the study.

The writer highlighed the significance of the study by emphasizing the importance of integrating ICT
into education and the potential benefits. It suggested that technology had great potential to
increase learners’ motivation, link learners to various information sources, support collaborative
learning, and allow teachers more time for facilitation in classrooms. The writer also presented a
systematic model for designing ICT-integration plans, which could guide educators in effectively
integrating technology into their teaching practices. Therefore, the introduction highlighted the
significance of the study and its potential contributions.

METHOD

The research design, the writer did not explicitly state a research question or problem that needs to be
addressed. Instead, it presented a systematic model for designing ICT-integration plans, which was
developed to facilitate teacher-designers in producing effective-ICT integration plans for topics in their
teaching subjects. The model provided rationales and strategies applied in the plans and was intended to
inspire new thoughts into ICT integration for the curriculum of the new era. Therefore, the research
design was appropriate for addressing the goal of providing a systematic model for designing ICT-
integration plans, but it did not address a specific research question or problem.

Talking about the sampling methods, the writer did not involve any sampling methods as it was not a
research study that involves data collection from a sample population. Instead, it presented a systematic
model for designing ICT-integration plans, which is developed to facilitate teacher-designers in producing
effective-ICT integration plans for topics in their teaching subjects. Therefore, there is no need for
sampling methods, and the writer did not describe or justify any sampling methods.

RESULTS
First, the use of tables, figures, or graphs, the writer did not involve any data collection process as it was
not a research study that involves data collection from a sample population. Instead, it presented a
systematic model for designing ICT-integration plans, which was developed to facilitate teacher-designers
in producing effective-ICT integration plans for topics in their teaching subjects. Therefore, there was no
need for tables, figures, or graphs, and the writer did not use any tables, figures, or graphs.

The technical terms used in the study, the writer has provided clear definitions and explanations for the
technical terms used in the file. For instance, the writer has defined and explained the key components of
the systematic model for designing ICT-integration plans, such as the problem statement, learning
objectives, assessment, reflection, technology required, rationale, and strategies. Additionally, the writer
has also provided explanations for the rationalization of technology use, strategies for implementation,
and the rationale for using technology. Therefore, the technical terms used in the file are adequately
defined and explained.

The writer presented a systematic model for designing ICT-integration plans, which is developed to
facilitate teacher-designers in producing effective-ICT integration plans for topics in their teaching
subjects. The model required teacher-designers to explicitly justify why the technology was used and how
to effectively incorporate the technology. The writer also emphasized the importance of starting with an
authentic, ill-structured, and challenging problem statement that is relevant to the intended target
learners. While the writer did not present any empirical results, it provided a useful framework for
designing ICT-integration plans that could be applied in various educational settings. Therefore, the writer
contributed to the advancement of knowledge in a meaningful way by providing a practical guide for
educators to integrate technology into their teaching and learning practices.

Journal and Title Advances in Social Science, Education and Humanities Research; “Investigating
Higher Order Thinking Skills (HOTS)-based Literacy Assessment Implemented by
An EFL Teacher at A Junior High School in Indonesia”
Vol and Pages Volume 595
Year 2021
Authors Sri Setyarini, Herli Salim, Sri Harto
reviewer Hilario Satria De Lima, S.Pd

THIRD JOURNAL
BACKGROUND

The study does not explicitly state a research question or problem. However, the study aims to explore
the implementation of higher-order thinking skills (HOTS)-based literacy assessment in EFL classrooms in
Indonesia and its impact on students' literacy skills and critical thinking abilities. The study is relevant to
the field of EFL education as it addresses the need for teachers to develop HOTS-based assessments that
can help students develop their critical thinking and literacy skills. While the writer does not provide a
clear research question or problem statement, it does provide a clear focus on the implementation of
HOTS-based literacy assessment in EFL classrooms in Indonesia. The study's findings can be useful for EFL
teachers who are interested in integrating HOTS into their teaching practices and developing effective
literacy assessments that promote critical thinking skills. Overall, the study is relevant to the field of EFL
education and provides valuable insights into the implementation of HOTS-based literacy assessment in
the Indonesian context.

The introduction of the study highlights the significance of the study and its potential contributions. The
study is significant because it addresses the need for EFL teachers to develop HOTS-based literacy
assessments that can help students develop their critical thinking and literacy skills. The study's potential
contributions include providing insights into the challenges faced by Indonesian EFL teachers in
implementing the program of freedom to learn and promoting critical thinking and literacy skills among
students. The study's findings can be useful for EFL teachers who are interested in integrating HOTS into
their teaching practices and developing effective literacy assessments that promote critical thinking skills.
Then, the introduction of the study clearly highlights the significance of the study and its potential
contributions to the field of EFL education.

METHOD

Based on the research design, the writer states that the study is a qualitative case study. The research
design is appropriate for addressing the research question or problem as it allows for an in-depth
exploration of the implementation of HOTS-based literacy assessment in a specific context. The case
study approach is suitable for capturing the complexity of the phenomenon under investigation and
providing a holistic explanation of the research problem. The qualitative approach also allows for the
collection of rich data through interviews, observations, and document analysis, which can provide
valuable insights into the research problem. Therefore, the research design is appropriate for addressing
the research question or problem.

According to the data collection process, the writer provides a detailed explanation of the three
instruments used to collect data: classroom observation, interviews with the teacher and students, and
document analysis. The writer explains that classroom observation was used to gain an overview of the
assessment types and materials used by the teacher, particularly related to HOTS and literacy skills.
Interviews with the teacher were intended to gain information on how they developed the types and
materials of assessment related to HOTS as well as their perceptions of the assessments used. Interviews
with the students were aimed at collecting information on how they perceived the assessments
implemented by the teacher. Lastly, document analysis was focused on the lesson plans made by the
teacher, learning materials, and scoring rubric made by the teacher to assess the students' literacy and
higher order thinking skills. Therefore, the study provides a sufficient level of detail regarding the data
collection process.

These instruments are appropriate for the study as they allow for the collection of rich data on the
implementation of HOTS-based literacy assessment in the EFL classroom. The research instruments or
measures used in the study are appropriate for the research question and provide valuable insights into
the implementation of HOTS-based literacy assessment in the EFL classroom.

RESULTS

According to the presentation of results, the study presents the findings in a clear and logical manner.
The results are organized according to the research questions and are presented using tables, figures, and
quotes from interviews with the teacher and students. The writer also provides a detailed explanation of
the findings, highlighting the key themes and patterns that emerged from the data. The results are
presented in a way that is easy to understand and follow, and the writer provides a clear link between
the research questions and the findings. Therefore, the results are presented clearly and logically, making
it easy for the reader to understand the implications of the study.

From the discussion of findings, the study discusses the results in relation to the research objectives. The
discussion section provides a detailed analysis of the findings, highlighting the key themes and patterns
that emerged from the data. The study also discusses the implications of the findings for the
implementation of HOTS-based literacy assessment in the EFL classroom, as well as the challenges faced
by Indonesian EFL teachers in implementing the program of freedom to learn. Therefore, the findings are
discussed in relation to the research objectives, providing valuable insights into the implementation of
HOTS-based literacy assessment in the EFL classroom.

Journal and Title The 1st International Seminar on Language, Literature and Education, KnE Social
Sciences; “Critical Discourse Analysis of Teachers' Language in Learning
Interaction”
Vol and Pages Vol 2018, Page 613–618
Year 26 July 2018
Authors Eka Aprilya Handayani
reviewer Hilario Satria De Lima, S.Pd

FOURTH JOURNAL

Introduction
This study aims to provide insights into the experiential, relational, and expressive value of teachers'
language in the classroom.

The Fairclough model is a framework for analyzing language as a social practice that contains
implications for social structure. It is used in this study as a basis for examining the linguistic
utilization structure harnessed by teachers in learning interactions. Specifically, the study uses
Fairclough's three dimensions of text, grammatical structure, and vocabulary to analyze the data
collected from observations of learning interactions at SMK Muhammadiyah Bulukumba.

The study also identifies several types of words and grammar used by teachers to convey
experiential value, which relates to the selection of vocabulary relating to content, knowledge, and
the beliefs of the teachers as a text generator. Examples of words and grammar used to convey
experiential value include technical terms, abstract nouns, and verbs that describe actions or
processes.

The research problem addressed in this study is the use of teachers' language in learning
interactions and its impact on the learning experience of students. Specifically, the study aims to
examine the linguistic utilization structure harnessed by teachers in learning interactions and to
identify the types of words and grammar used by teachers to convey experiential, relational, and
expressive values.

The study does not explicitly state research objectives or hypotheses. However, based on the
information provided, we can infer that the study aims to achieve the following objectives:

1. To examine the linguistic utilization structure harnessed by teachers in learning interactions.

2. To identify the types of words and grammar used by teachers to convey experiential, relational,
and expressive values.

3. To analyze the impact of teachers' language on the learning experience of students.

4. To provide insights into how teachers can improve their language instruction in the classroom.
These objectives are implied in the study's introduction and methodology sections.

The study's significance lies in its potential to shed light on the impact of teachers' language on the
learning experience of students. By examining the linguistic utilization structure harnessed by
teachers in learning interactions and identifying the types of words and grammar used by teachers
to convey experiential, relational, and expressive values, the study provides insights into how
teachers can improve their language instruction in the classroom. The study's findings can be used to
develop language instruction programs that are more effective in promoting student learning and
engagement. Additionally, the study contributes to the field of critical discourse analysis by providing
a framework for analyzing the power dynamics inherent in language use in the classroom. Overall,
the study's potential contributions include improving language instruction, promoting more equal
interaction between teachers and students, and advancing the field of critical discourse analysis.

Methods

The study's methodological approach is not explicitly stated. However, the study refers to the use of
the Fairclough model, which is a framework for critical discourse analysis. The study also mentions
the Miles and Huberman flow model, which is a technique used for data analysis. Based on this
information, it can be inferred that the study used a qualitative research approach, specifically
critical discourse analysis, to analyze the data collected from observations of learning interactions at
SMK Muhammadiyah Bulukumba.

Based on the study, it does not provide detailed information on the sampling methods used.
However, it mentions that the data were collected through observations of learning at SMK
Muhammadiyah Bulukumba. It is possible that the study used purposive sampling, which involves
selecting participants based on specific criteria that are relevant to the research question. In this
case, the researchers may have selected SMK Muhammadiyah Bulukumba because it is a school
where teachers' language use is of interest to the study. However, without further information, it is
difficult to determine the exact sampling methods used.

Hence, the study provides information on the data collection process. The data were generated by
the teacher during the dialogue, interaction, and communication with the students. The source of
the data is the structure of the text, grammatical, and the vocabulary of the teachers’ language. The
researcher is the main instrument and has the task of collecting, processing, and interpreting the
data. The supporting instruments are observation guidelines and field note forms. The following
techniques were used for data collection: (a) an observation technique or non-participation
observation, with the researcher only listening without involving herself during the learning
interaction; (b) recording technique, i.e. the collection of data by recording the use of language,
which can be done with a recording device, (c) field notes, which are very important during the
observations.

Results and Discussions

The study presents the results clearly and logically. The study follows a structured approach to
presenting the results, starting with an overview of the three text dimensions based on Fairclough's
text, i.e. text, grammatical structure, and vocabulary. The study then provides a detailed analysis of
each dimension, including a turn-taking system, interruption, assertion, control topic, and
formulation. The study also provides examples to support the analysis. The results are presented in a
logical and organized manner, making it easy for the reader to follow the analysis. Additionally, the
study uses the Miles and Huberman flow model for data analysis, which provides a clear and
systematic approach to analyzing the data. Overall, the study presents the results clearly and
logically, making it easy for the reader to understand the findings.

According to the study, it does not use any tables, figures, or graphs to visually represent the data.
Instead, the study presents the results in a textual format, providing a detailed analysis of the data
collected through observations of learning interactions at SMK Muhammadiyah Bulukumba. While
the study does not use any visual aids to represent the data, the analysis is presented in a clear and
organized manner, making it easy for the reader to understand the findings.

The study discusses the findings in relation to the research objectives. The study aims to observe and
describe the linguistic utilization structure harnessed by the teacher in learning interaction and to
observe the interaction between teacher and students in learning activities using a critical discourse
analysis approach. The study presents the findings in a structured manner, analyzing the data based
on Fairclough's text dimensions and providing a detailed analysis of each dimension. The study also
discusses the implications of the findings for language teaching and learning, highlighting the need
for teachers to be aware of their language use and the impact it has on students. Overall, the study
discusses the findings in relation to the research objectives, providing a clear and detailed analysis of
the linguistic utilization structure harnessed by the teacher in learning interaction.

However, the study contributes to the advancement of knowledge in a meaningful way by providing
a detailed analysis of the linguistic utilization structure harnessed by the teacher in learning
interaction. The study provides insights into the experiential, relational, and expressive value of
teachers' language in the classroom, highlighting the need for teachers to be aware of their language
use and the impact it has on students. The study also discusses the implications of the findings for
language teaching and learning, providing a valuable contribution to the field of education. Overall,
the study contributes to the advancement of knowledge in a meaningful way by providing insights
into the linguistic utilization structure harnessed by the teacher in learning interaction and its impact
on students.

Journal and Title School of languages and Social Sciences Aston University; “Bernstein’s theory of
pedagogic discourse: Linguistics, educational policy and practice in the UK
English/literacy classroom”
Vol and Pages Vol 4, Number 3, pp 32-37
Year 2005
Authors URZSULA CLARK
reviewer Hilario Satria De Lima, S.Pd

FIFTH JOURNAL

BACKGROUND

The introduction of the study highlights the significance of the study and its potential contributions. It
explains that knowledge of indigenous cultures can support the contemplation of technological
developments from a sustainability perspective, and that too strong a focus on using and making
artefacts can lead to the connections between artefacts and humans being disregarded. The study also
notes that narratives and stories can act as springboards for discussions about the nature of technology
and its impact on society, people, and nature. The study's focus on using traditional cultural artefacts as
tools in technology education in a Swedish Sámi school is presented as a way to address these issues and
broaden the horizons of technological literacy. Overall, the introduction highlights the significance of the
study and its potential contributions to the field of technology education.

However, it does describe the aim of the study, which was to explore how traditional cultural artefacts
can be used as learning tools in technology education. The study's objective was to identify recurring
themes in the empirical material, which was analyzed using a qualitative content analysis. Based on this
information, it can be inferred that the research question or problem was relevant to the field of
technology education and was clearly stated and the objectives were clearly outlined. However, the study
does not mention any hypotheses.

The writer states that the research design used in the study was qualitative research in the form of a case
study. The aim of the study was to explore technology activities in a specific context including several
participants. The study's objective was to identify recurring themes in the empirical material, which was
analyzed using a qualitative content analysis. According to this information, it can be concluded that the
research design was appropriate for addressing the research question or problem, as it allowed for an in-
depth exploration of the use of traditional cultural artefacts as tools in technology education in a specific
context.

METHOD

The study provides a detailed explanation of the data collection process. It states that the data was
collected over a period of two years, during five visits to the school, each lasting four to six days. The data
consists of observations of daily activities with pupils, as well as teacher meetings and other events
during the school day. The participating observations varied depending on the activity, and they were
recorded via field notes, photographs, audio-recorded interviews/conversations, and children's drawings.
The field notes were written in narrative form. In addition, the study notes that both Swedish and Sámi
were spoken in the classrooms, and that the teacher translated and explained to the author afterwards
when teaching was carried out in Sámi. Based on this conclusion, it can be seen that the data collection
process is explained in sufficient detail.

According to the research instruments or measures used in the study, the writer does not provide explicit
information on this matter. It can be seen that the research instruments or measures were appropriate
for the study, as they allowed for a comprehensive collection of data from multiple sources. However,
without further information, it is difficult to make a definitive statement about the appropriateness of the
research instruments or measures.

Based on the data analysis approach used in the study, the writer states that the material was analyzed
using a qualitative content analysis inspired by Erlingsson & Brysiewicz (2017). The objective was to
identify recurring themes in the empirical material, which was analyzed using a repeated and interpretive
process in which the meaning of a part can only be understood when related to the context. The text was
condensed into smaller parts and categorized by content, and similar categories were grouped into
themes. According to the study, the process of identifying themes relates to Keirl's (2006) dimensions of
technological literacy: operational (how), cultural (why), and critical (in what way). Based on this
information, it can be concluded that the data analysis approach is well-justified and suitable for the
research design, as it allowed for a comprehensive and in-depth exploration of the data collected through
multiple sources.

RESULTS
Based on the presentation of results in the study, the writer provides a clear and logical structure. The
results are presented in a thematic manner, with each theme addressing a specific aspect of the research
questions. The themes are introduced with a brief summary of the content, followed by a detailed
description of the findings, which are supported by quotes from the data. The study also includes tables
and figures to illustrate the findings, which further enhance the clarity of the presentation. However, the
results are presented in a well-organized and easy-to-follow manner, which makes it easy for the reader
to understand the key findings of the study.

From the discussion of findings in relation to the research objectives or hypotheses, the writer provides a
comprehensive and detailed analysis of the results in light of the research questions. The discussion
section begins with a summary of the main findings, which are then linked back to the research objectives
and hypotheses. The writer also provides a critical analysis of the findings, highlighting their implications
for the field of technology education and the broader context of indigenous knowledge systems. The
discussion section also includes a comparison of the findings with previous research in the field, which
further strengthens the argumentation. Overall, the discussion of findings is well-structured, clearly
written, and closely linked to the research objectives and hypotheses.