Boimau, Adi Putra Kristiawan (2025) THE IMPACT OF READING HABITS ON CRITICAL THINKING OF TENTH-GRADE SENIOR HIGH SCHOOL STUDENTS. Other thesis, UNIVERSITAS PGRI DELTA.
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Abstract
This study examines the impact of reading habits on critical thinking among tenth-grade students at SMA Darma Wanita 1 Gedangan. Using a quantitative correlational design, data were collected from 51 students through a 30-item reading habits questionnaire based on Putra et al (2023)and a critical thinking test aligned with Halpern (2023) components (reasoning, analysis, decision making, problem-solving). Descriptive statistics revealed that students’ reading habits were predominantly categorized as "good" (mean = 67.94) Some students have very good reading habits, but there are still some students who have poor reading habits, while critical thinking averaged "fair" (mean = 55.49) b some students have good critical thinking. And t. Pearson’s correlation analysis demonstrated a weak negative relationship between the variables (r = 0.210, p = 0.139), leading to the acceptance of the null hypothesis (no significant correlation). Contrary to prior studies, Muhammad & Sholichah (2020) and Hasana (2022), which reported strong positive correlations, this research highlights contextual complexities. Methodological differences, such as reliance on self-report questionnaires versus mixed-method approaches in earlier works, and contextual factors like reading material quality or instructional practices, may explain discrepancies. Notably, outliers—such as students with poor reading habits achieving high critical thinking scores—suggest external influences (e.g., family support, teaching strategies) may outweigh reading frequency. The findings challenge assumptions about direct causality between reading habits and critical thinking, emphasizing the need for qualitative exploration of mediating variables (e.g., reading genres, teacher scaffolding). For educators, the results underscore the importance of integrating critical literacy practices and diverse assessment methods rather than focusing solely on reading quantity. This study contributes to literacy education discourse by advocating for context-specific strategies and further research using longitudinal or mixed-method designs to unravel the nuanced relationship between reading habits and critical thinking.
| Item Type: | Thesis (Other) |
|---|---|
| Uncontrolled Keywords: | Reading Habit, Critical Thinking, Impact |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Pendidikan Bahasa Inggris |
| Depositing User: | Umi Nur Hastuti |
| Date Deposited: | 01 Oct 2025 04:17 |
| Last Modified: | 01 Oct 2025 04:17 |
| URI: | https://repository.universitaspgridelta.ac.id/id/eprint/2336 |
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