Considering the COVID-19 Pandemic via the Lens of Critical Reflection on Teaching and Education

Abstract

This study set out to answer the question, "How can we, as faculty members of the Science, Business, and Sharia departments, foster reflective critical thinking among their students during class discussions during the new normal period in the midst of the Pandemic Coronavirus Disease 19?" during the 2021–2022 school year. Professors have a hurdle when trying to come up with creative solutions to class problems that include critical thinking abilities. Since the findings from the observation and interview procedures were examined using percentage values, field notes, and interviews, a combination of qualitative methodologies and quantitative descriptions were used. Positive actions, thoughts, and emotions are uncovered by observational data. Pay attention to what's happening, how you're feeling, and how you're re-evaluating what happened. Based on their work in class discussions, students draw conclusions or make reflective, critical thinking commitments. Reason, argue, and make decisions orally. Results from interviews and open-ended questionnaires showed that students used Reflective Critical Thinking strategies throughout class discussions. The study found that reflective critical thinking methods are still missing from the teaching discussion class. Rigidity in learning has been brought about by the pandemic's effects. During this new normal phase, this study suggests that Reflective Critical Thinking might be used as a teaching option.