International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
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 Volume 11, Issue 6 (June 2024), Pages: 237-244

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 Original Research Paper

The effect of the POE2WE model and students' critical thinking on the ability to write argumentations

 Author(s): 

 Ade Siti Haryanti 1, *, Sholeh Hidayat 1, Dase Erwin Juansah 1, Friza Youlinda Parwis 2

 Affiliation(s):

 1Doctoral Faculty of Education, Sultan Ageng Tirtayasa University, Banten, Indonesia
 2Faculty of Indonesian Language and Literature Education, Indraprastha University PGRI, Jakarta, Indonesia

 Full text

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 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0003-3808-7474

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2024.06.025

 Abstract

The performance of students in argumentative writing has not yet met the required standards. This issue stems from the fact that educational activities are not centered around students, and the instructional methods used by lecturers are not suitable, leading to poor results in students' argumentative writing. To enhance these skills, it is essential to adopt an effective instructional model, specifically the prediction, observation, explanations, elaboration, writing, and evaluation (POE2WE) model. This study aims to investigate the impact of the POE2WE model and critical thinking on the argumentative writing skills of students at Indraprastha PGRI University. An experimental approach is utilized, employing a 2 x 2 factorial design to analyze data with SPSS software. The findings indicate that high critical thinking skills are crucial for argumentative writing, regardless of whether the POE2WE or Discovery Learning model is used. Both learning models and critical thinking significantly affect argumentative writing skills. The POE2WE model is particularly beneficial for students with lower critical thinking skills, while the Discovery Learning model suits those with higher critical thinking skills better. Learning models serve as frameworks that lecturers use to create effective learning environments.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Argumentative writing, POE2WE model, Critical thinking, Learning models, Experimental method

 Article history

 Received 19 January 2024, Received in revised form 3 June 2024, Accepted 14 June 2024

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Ethical considerations

This study was conducted in compliance with ethical standards. All participants provided informed consent before participating in the study. Their privacy and confidentiality were maintained throughout the research process. The study protocol was reviewed and approved by the Ethics Committee of Sultan Ageng Tirtayasa University and Indraprastha PGRI University. There were no foreseeable risks associated with participation in this study.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Haryanti AS, Hidayat S, Juansah DE, and Parwis FY (2024). The effect of the POE2WE model and students' critical thinking on the ability to write argumentations. International Journal of Advanced and Applied Sciences, 11(6): 237-244

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 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 

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