International Journal of Language Education Volume 9.
Number 2, 2025, pp.
ISSN: 2548-8457 (Prin.
2548-8465 (Onlin.
Doi: https://doi.
org/10.
26858/ijole.
Writing Indigenous Narratives Through Project-Based Learning: Promoting StudentsAo Critical Thinking in an EFL Classroom Indrie Setya Lestari Universitas Pendidikan Indonesia.
Indonesia & SMPN 3 Soreang.
Indonesia Email: indrieSL@upi.
Gayatri Nurnaningrum Universitas Pendidikan Indonesia.
Indonesia Email: gayatri33@upi.
Indri Andriani Astuti Universitas Pendidikan Indonesia.
Indonesia Email: indriandriani333@upi.
Hengki Anggra Hermawan Universitas Pendidikan Indonesia.
Indonesia Email: hengkia.
hermawan@upi.
Tiana Dara Lugina Universitas Pendidikan Indonesia.
Indonesia Email: tianadl05@upi.
Lulu Laela Amalia Universitas Pendidikan Indonesia.
Indonesia Correspondent AuthorAos email: luluamalia@upi.
Received: 3 November 2023 Reviewed:24 April 2025-25 June 2025 Accepted:29 June 2025 Published:30 June 2025 Abstract This study investigates how PBL enhances studentsAo critical thinking abilities as they compose narrative texts based on indigenous narratives in an English as a Foreign Language (EFL) classroom.
The research conducted among 35 ninth-grade students .
ivided into seven group.
in a public junior high school in Bandung.
Indonesia, using qualitative methods, including observation and document analysis, the study evaluates students' critical thinking through the Critical Thinking VALUE Rubric.
Results indicate that Vol.
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High-Perceived Critical Thinking (HPCT) stories exhibited greater complexity and analysis than Low-Perceived Critical Thinking (LPCT) stories, which focused more on practical aspects.
The PBL model can improve students' critical thinking skills, as evidenced by four out of seven groups falling into the High-Perceived Critical Thinking (HPCT) category.
This study is significant because previous research has rarely combined culturally relevant content with structured critical thinking development in EFL contexts, creating a gap in effective instructional strategies.
Therefore, it is recommended that EFL educators integrate culturally meaningful project-based tasks with explicit scaffolding to systematically nurture both critical thinking skills and language proficiency among Keywords: Critical thinking.
narrative text.
PBL
Introduction In contemporary education, thinking critically has become a vital skill for students, enabling them to navigate the complexities of the modern world.
Critical thinking allows individuals to assess information, question assumptions, and solve problems creatively and As the demand for these skills increases, there is growing concern that traditional teaching methods must be improved in fostering them.
The need for innovative and studentcentered pedagogical approaches is evident.
One such approach that has gained attention is Project-Based Learning (PBL), which engages students in real-world problems, requiring them to collaborate, research, and create solutions.
However, despite the recognized benefits of PBL, its integration with culturally rich content, such as indigenous narrative texts, still needs to be This study examines the potential of combining PBL with indigenous narratives to enhance studentsAo critical thinking and cultural awareness.
Critical thinking has been a central focus of educational research for decades.
Ennis .
emphasized the importance of developing studentsAo critical thinking dispositions, which include skills like analyzing arguments, making inferences, and evaluating evidence (Ennis, 1.
Common misconceptions about critical thinking, particularly the belief that it can be taught as a separate subject rather than integrated into all aspects of learning.
More recent studies have highlighted the need for holistic teaching approaches incorporating critical thinking across disciplines (Changwong et al.
, 2.
PBL is one such holistic approach.
Research has shown that PBL fosters 21st-century skills, including collaboration, communication, creativity, and critical thinking (Bell et al.
, 2.
PBL motivates students by making learning relevant to their lives, helping sustain engagement and deep learning.
Many studies have extensively documented the effectiveness of Project-Based Learning (PBL) in various educational settings.
For instance, the implementation of an integrated PBL approach in designing a bio-stove using sawdust led to significant improvements in studentsAo technical understanding and problem-solving abilities (Wagiran et al.
, 2.
Building on this, a review that revealed how technology-supported PBL models are increasingly effective in enhancing conceptual mastery and fostering innovation in science, technology, and engineering education (Wahyudi et al.
, 2.
Similarly, applying PBL in a skin cosmetology course significantly improved studentsAo practical cosmetology skills and boosted their confidence in handling real-world tasks (Sakti et al.
, 2.
Adding to the growing evidence, the combination of PBL with blended learning strengthened studentsAo group communication skills and collaborative work efficiency (Purwianingsih et al.
, 2.
Moreover.
PBL-based interactive multimedia projects enhanced vocational studentsAo creativity and technical competencies in designing motion graphics (Nurani et al.
, 2.
In a Vol.
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Supporting this.
Pratiwi et al.
Aos literature review confirmed that PBL consistently leads to higher student motivation levels and better learning outcomes across a variety of subjects.
Furthermore, utilizing PBL to explore local legends in English lessons significantly enhanced studentsAo critical thinking skills and cultural awareness (Lestari, 2.
Finally, the use of PBL in seaweed dodol processing projects greatly optimized studentsAo psychomotor abilities, preparing them better for vocational careers (Wahyuningsih et al.
, 2.
Altogether, these findings reinforce the conclusion that PBL not only enhances academic achievement but also supports the development of essential 21st-century skills across diverse disciplines.
A meta-analysis of PBL and found that it significantly improves student learning outcomes across various subjects (Dochy et al.
, 2.
In English language teaching.
Arochman et al.
demonstrated the positive effects of PBL on studentsAo writing skills, particularly for English as a Foreign Language (EFL) learners.
These studies affirm PBLAos potential in promoting critical thinking through hands-on, inquiry-based learning experiences.
Despite the growing body of research on PBL, more exploration of its application must be done alongside indigenous narrative Indigenous narrativesAisuch as oral traditions, myths, and legendsAioffer rich cultural and philosophical content that can deepen studentsAo understanding of diverse worldviews.
Indigenous narratives transmit cultural values, beliefs, and moral lessons across generations (Smith, 2.
These narratives are valuable for preserving indigenous knowledge and provide students with opportunities to reflect on societal issues, question dominant power structures, and develop empathy for different cultures (Nichols, 2.
Several studies have explored the integration of local culture and folklore in education.
For instance, incorporating indigenous narratives in English teaching helped students connect with their cultural heritage while improving language skills (Niu & Yuan, 2.
Similarly.
Lam & Wong .
highlighted how teaching Cantonese opera, a form of local cultural expression, enhanced studentsAo understanding of their cultural identity.
In the digital age, social media has facilitated the transmission of local folklore, allowing it to evolve while maintaining its cultural significance (Brown, 2.
These studies suggest incorporating local cultural elements, such as indigenous narratives, can enrich the learning experience and promote cultural awareness.
While the benefits of both PBL and indigenous narratives are well-documented, there is a notable gap in the research on their combined use in the classroom.
PBL has been shown to promote critical thinking, and indigenous narratives offer culturally rich content that can foster empathy and cultural sensitivity.
However, studies have yet to explore how these two pedagogical tools can be integrated to enhance student learning.
Specifically, there needs to be more research on how indigenous narratives can be used in PBL to encourage students to critically engage with diverse perspectives and reflect on their cultural identities.
This gap is particularly important to address in English language education, where there is a growing emphasis on integrating cultural content into language learning to make it more meaningful and relevant for students (Xiong & Wang, 2.
This study aims to investigate the effectiveness of integrating indigenous narrative texts into PBL (PBL) to enhance studentsAo critical thinking.
By applying this pedagogical approach, the study tries to create a teaching framework that improves studentsAo critical literacy and fosters appreciation for indigenous knowledge systems.
This research will use indigenous narratives as the basis for inquiry projects in English language classes, it will examine how students engage with these narratives and how their critical thinking skills develop through collaborative, projectbased tasks.
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International Journal of Language Education Literature review Indigenous narrative texts Narrative texts, including myths, folktales, legends, and oral histories, hold significant educational because they engage students in meaningful ways (Martinez et al.
, 2.
These texts provide rich cultural contexts, moral dilemmas, and complex characters that prompt students to think critically about the underlying themes and messages (Nichols, 2.
By immersing students in narrative worlds, educators can stimulate their imagination, empathy, and analytical skills.
Furthermore, narrative texts serve as windows into diverse cultural perspectives and historical contexts, allowing students to develop cross-cultural awareness and empathy (Garcia, 2.
junior high school education, where students navigate their identities and understand their place in the world, exposure to diverse narratives can broaden their horizons and foster appreciation for cultural diversity (Gay, 2018.
Asrianti et al.
, 2.
Narrative type in this study was indigenous narratives .
ndigenous narrative tex.
Indigenous narratives are an integral part of folklore, representing stories, myths, and beliefs passed down through generations within specific communities.
These tales often hold cultural significance, reflecting the values, fears, and histories of the people who tell them.
In recent years, there has been a resurgence of interest in indigenous narratives, with scholars exploring their origins, meanings, and enduring appeal.
Indigenous narratives can originate from various sources, including historical events, natural phenomena, and supernatural encounters.
One common theme in many indigenous narratives is the presence of mysterious creatures or entities, such as ghosts, monsters, or cryptids.
These tales often serve as cautionary or explanatory narratives, offering insights into cultural attitudes toward the unknown and the supernatural (Smith, 2.
Furthermore, indigenous narratives frequently feature motifs related to place and landscape, with stories often tied to specific geographical locations or landmarks.
These narratives contribute to the construction of place identity and heritage, shaping perceptions of local landscapes and communities (Baker, 2.
Indigenous narratives are transmitted through oral storytelling, written texts, and, more recently, digital media platforms.
Recent studies have highlighted the role of digital technologies, such as social media and online forums, in facilitating the sharing and adaptation of indigenous narratives in contemporary society (Brown, 2.
Moreover, indigenous narratives are not static but undergo adaptation and reinterpretation over time, reflecting changing social, cultural, and technological contexts.
Research has explored how traditional legends evolve in response to new influences and narratives, highlighting modern societyAos dynamic nature of folklore (Garcia.
Indigenous narratives play a significant role in shaping cultural identity and community Studies have examined how these narratives contribute to a sense of belonging and collective memory within specific regions or ethnic groups.
Indigenous narratives often serve as markers of cultural heritage, reinforcing cultural values and traditions (Jones, 2.
Furthermore, indigenous narratives can have economic implications, particularly in regions with a strong tradition of folklore tourism.
Research has investigated the role of indigenous narratives in promoting tourism and heritage industries, highlighting their potential as cultural assets for local economies (Robinson, 2.
Critical thinking Critical thinking is really important because it helps us think carefully about things, like making decisions or judgments.
It is useful in school, work, and daily life.
Some experts have Vol.
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Critical thinking talks about different parts of thinking, like reasons, evidence, and standards.
It says we need clear and accurate thinking to do it well.
We should notice assumptions, judge arguments, and make conclusions (Nosich, 2.
is all about understanding what we believe and if it makes sense.
Our surroundings and how we think about our thoughts affect critical thinking (Changwong et al.
, 2.
So, it is not just about our brains but also the world around us.
In the last few years, many studies have looked at how critical thinking grows, how to measure it, and how to use it in different places.
For example, one study examined how college students improve critical thinking over four years.
They found that students improved, especially in understanding arguments.
Another study tested a special class to help middle school students think better.
They found that students who took the class got better at critical thinking (Halpern & Nummedal, 2.
It shows that teaching can help people become better thinkers.
Some studies also examined how critical thinking relates to other things, like being creative or solving problems.
One study found that people who are good at critical thinking are often creative, too.
Thus, thinking carefully can help us be more creative.
Students with higher-order thinking abilities can better process information, demonstrate their performance, and develop into skilled communicators, critical thinkers, dynamic problem solvers, and professionals (Zivkovil, 2016.
Bell et al.
, 2.
Critical thinking aims to process, analyze, and create hypotheses.
It typically makes use of a wider variety of data.
The thorough and expert process of conception, applying, analyzing, creating, and evaluating data to arrive at a solution or judgment.
People who engage in critical thinking must be reflective and mindful of their decisions because they impact their attitudes and behaviors.
It enables people to process complex information, draw more logical deductions, and consider all sides of an argument to reach more reliable conclusions.
One of the higher-order thinking abilities is explaining considerations that include conceptual, methodological, or empirical evidence, and the aim, interpretation, analysis, evaluation, and conclusions.
PBL
PBL is an instructional approach emphasizing student-centered, hands-on learning experiences centered around completing a project or task.
In recent years.
PBL has gained traction as an effective pedagogical method for promoting deeper understanding, critical thinking, and problem-solving skills among students.
PBL is grounded in several key principles and frameworks that guide its implementation.
One influential framework is the Buck Institute for Education's Gold Standard PBL model, which outlines essential elements such as authentic tasks, student autonomy, collaboration, and reflection (Martinez, 2.
This model emphasizes the importance of realworld relevance and inquiry-based learning in engaging students and fostering deeper Additionally, the PBL Design Framework proposed by Thomas & Brown .
highlights the iterative nature of PBL, with distinct phases such as inquiry, planning, implementation, and reflection.
This framework provides educators structured approach to designing and implementing effective PBL experiences.
Recent research has demonstrated the positive impact of PBL on student learning outcomes across various subjects and grade levels.
For example, a meta-analysis by Dochy et al.
found that students engaged in PBL demonstrated higher levels of content knowledge, critical thinking skills, and motivation than those in traditional instructional settings.
Moreover, studies have highlighted the benefits of PBL in promoting 21st-century skills such as communication, collaboration, and creativity.
Students who participated in PBL activities developed stronger Vol.
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, 2.
While PBL offers numerous benefits, its implementation can present challenges for educators, including time constraints, resource limitations, and assessment concerns.
Research has explored strategies for addressing these challenges and maximizing the effectiveness of PBL in diverse educational contexts.
For example, studies have examined the role of technology in supporting PBL, such as using digital tools for collaboration, research, and presentation (Thomas & Brown, 2.
Additionally, research has highlighted the importance of providing professional development and ongoing support for educators to effectively implement PBL in their classrooms (Gallagher & Stepien, 2.
Research Method Research design This research aimed to describe PBL as a method to build students' critical thinking in composing narrative text for junior high school.
In designing this study, a methodological framework emphasizing systematic literature review, bibliometric analysis, and structured research stages was adopted to ensure the rigor of the research process (Susilawati et al.
, 2.
To obtain the research objectives, qualitative research was used to understand the phenomenon Qualitative research is appropriate for examining behavioral science, for it can explain well the main reason that causes humans to do something.
In this research, we prefer to conduct descriptive research, which is research purposed to describe the specific features of a certain person, condition, or cluster.
ParticipantsAo profile This studyAos participants were 35 ninth-grade students from a public junior high school (SMP Neger.
in Bandung Regency.
West Java.
Indonesia.
The students were divided into seven groups, each comprising five participants.
The sampling technique used in this study was purposive sampling, where we intentionally selected this particular school because the English teacher there implements the PBL model in their teaching approach.
Data collection instruments and validation In descriptive qualitative research, we took the role as participant observer.
In educational research, they are often called teacher-researchers when they engage directly as the teacher while simultaneously conducting the research.
This type of researcher actively participates in the teaching and learning process, interacting directly with the subjects in the field, such as in the classroom (Gallagher & Stepien, 2.
We focused on data collection through observation and document analysis.
Observations were carried out during the learning activities to gain an overview of the student's critical thinking improvements in PBL (Bell et al.
, 2.
Additionally, the studentsAo work was analyzed using the Critical Thinking VALUE Rubric.
The Critical Thinking VALUE Rubric provides a structured framework to evaluate critical thinking components, and the strength of critical thinking is measured based on how well students perform in these areas.
The students' work includes interviews with resource persons, narrative texts, and activity photos.
Furthermore, to optimize the data analysis, used students' works and scrutinize them to look deeply into the role of PBL in building their critical thinking.
The specific components and performance criteria assessed through the Critical Thinking VALUE Rubric are presented in Table 1.
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Explanation Table 1.
Value rubric.
Milestones Issue/problem to Issue/problem to considered be critically is stated, critically is stated and but the description clarified so that leaves some terms understanding is undefined, seriously ambiguities by unexplored, and/or Information is Information is Information from taken from taken source.
with source.
with source.
to evaluation to evaluation, but not a develop a coherent enough to develop or a coherent analysis or synthesis.
Viewpoints of Viewpoints Viewpoints of experts are subject experts are taken are to questioning.
as mostly fact.
Thoroughly Identifies own and Questions some .
ystematically and others' assumptions and Identifies several analyzes own and several relevant relevant contexts others' assumptions contexts when when presenting a carefully presenting a position.
May be the position.
more aware of assumptions than one's own .
r vice Capstone of Issue/problem to be critically is stated necessary for full Evidence Selecting using information to investigate a point of view or Influence Lestari.
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erspective, .
erspective, thesis/hypothesi.
thesis/hypothesi.
taking into account the complexities of an issue.
Limits of Benchmark Issue/problem to critically is stated Information source.
without Viewpoints experts are taken as fact, without Shows .
ometimes labels Begins to identify when presenting a Specific position Specific position Specific position .
erspective, .
erspective, .
erspective, thesis/hypothesi.
thesis/hypothesi.
thesis/hypothesi.
takes into account acknowledges is stated, but is the complexities of different sides of simplistic an issue.
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Conclusions and related outcomes .
mplications and International Journal of Language Education .
erspective, thesis/hypothesi.
are acknowledged.
Others' points of synthesized within .
erspective, thesis/hypothesi.
Conclusions and related outcomes .
onsequences and implication.
are logical and reflect studentAos informed evaluation and ability to place evidence and discussed in priority order.
erspective, thesis/hypothesi.
Conclusion is logically tied to a range of related outcomes .
onsequences and implication.
are identified clearly.
Conclusion is logically tied to .
ecause information is chosen to fit the related outcomes .
onsequences and implication.
are identified clearly.
Conclusion is tied to some of the information .
onsequences and implication.
After obtaining the scores from the VALUE rubric, the scores are totaled and categorized into two groups: High Perceived Critical Thinking (HPCT) and Low Perceived Critical Thinking (LPCT), the result is presented in Table 2.
Table 2.
StudentsAo critical thinking scores categorized into HPCT and LPCT groups Criteria Score Highly Perceive Critical Thinking (HPCT) 13 Ae 20 Lowly Perceive Critical Thinking (LPCT) 5 Ae 12 To validate the data, we conducted member checking by sharing findings with participants to verify the accuracy of the interpretation.
Member checking is a vital validation tool in qualitative research that enhances credibility, clarifies ambiguities, empowers participants, and strengthens the trustworthiness of the findings by allowing participants to confirm or correct the researcher's interpretations (Birt et al.
, 2016.
Apriliyanti, 2.
Data collection procedures Data was collected through observations and document analysis, focusing on how PBL enhances students' critical thinking.
As a participant-observer, we conducted non-intrusive classroom observations, capturing videos and notes to record the teaching-learning dynamics without interfering with the process.
The primary aim was to observe how teachers implemented PBL and to assess studentsAo engagement and critical thinking during the lesson.
Additionally, students' narrative projects were scrutinized using the Critical Thinking VALUE Rubric to evaluate the depth of their analytical skills.
Data validation was ensured through member checking, where participants reviewed the findings to confirm accuracy and authenticity.
The data in this study were collected through observation and document analysis, focusing on how PBL improves students' critical thinking.
The data were analyzed using an interactive Vol.
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Data reduction.
Data display.
Conclusions, and drawing/verifying (Matthew et al.
, 2009: 16-.
The chart of the data collection process in the interactive analysis model is shown in Figure 1.
Data Data Data Conclusions:
drawing/verifying Figure 1.
Interactive analysis model.
Results and discussion The participants were 35 students divided into seven groups.
Every student in the group responded positively to using the PBL model in the classroom.
They took an enthusiastic part in each learning activity throughout the process.
They follow their schedule and report on all All groups were able to accomplish their writing legend story.
Seven groups had different titles and stories.
In assessing critical thinking using the VALUE rubric categories, it becomes evident that different stories demonstrate varying levels of critical analysis, reflection, and depth of engagement with issues.
These stories, all rooted in indigenous narratives, offer a rich platform to explore how individuals grapple with complex ethical dilemmas, cultural norms, and personal motivations.
By analyzing the explanations of issues, the evidence provided, the influence of context and assumptions, the studentAos position or thesis, and the conclusions drawn, we can distinguish between high-perceived critical thinking stories and low-perceived critical thinking The stories are categorized based on how deeply they engage with moral, cultural, and ethical questions and how they incorporate multiple perspectives into their narrative.
The results of the students' work, including the categorization of their stories, are illustrated in Figure 2 below.
CITALIKTIK
SUKARAME
Explanation of Issues Student's Position SOREANG
SADU
MOUNTAIN
BATU GOONG
Evidence Conclusions and Related Outcomes LEGOK
KEONG
Influence of Context and Assumptions Figure 2.
Analysis of students' critical thinking using value rubric.
NYALINDUNG
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International Journal of Language Education From the average score of each text using the critical thinking value rubric, two categories of critical thinking were identified: High Perceived Critical Thinking (HPCT) and Low Perceived Critical Thinking (LPCT).
The stories that fall under the HPCT category are The Origin of Kampung Citaliktik.
The Legend of Sadu Mountain.
The Origin of Sukarame, and The Legend of Soreang.
Meanwhile, the stories that fall under the LCPT category are The Legend of Batu Goong.
Legok Keong, and The Origin of Nyalindung.
Highly perceived critical thinking Stories that display a high degree of perceived critical thinking go beyond merely recounting events.
they delve into the underlying moral and ethical questions that the characters face and demonstrate a comprehensive understanding of the cultural and social contexts in which these issues arise.
These stories explore complex dilemmas, engage with multiple perspectives, and draw thoughtful, well-supported conclusions that reflect a deep engagement with the issues at Explanation of issues In the story The Origin of Kampung Citaliktik, the main issue is moral responsibility and ethical choices.
The story is more than just telling an event.
but has a moral message that explores the conflict between Sangkuriang's desire to marry Dayang Sumbi and her role as a mother who wants to stop inbreeding with her son Sangkuriang.
The story raises the taboo issue of incest marriage, which raises questions about what is allowed and forbidden in a moral society.
The story encourages readers to think about the moral rules of society and how people make hard decisions involving these rules.
In The Legend of Soreang.
Dayang Sumbi gives Sangkuriang an impossible task, which symbolizes a deeper issue: his unchecked emotions and desires.
His anger and desire to marry his mother, without understanding the consequences, his anger and desire to marry his mother highlight how emotions can cloud judgment.
The story raises important ethical questions about relationships and communication, showing how poorly handled emotions can lead to destructive It encourages reflection on how people can navigate complicated emotions without letting them take control, demonstrating critical thinking by exploring personal and relational Evidence .
electing and using informatio.
In The Origin of Sukarame, the evidence highlights the community's resilience and leadership during tough times.
Mr.
Holmes, the leader, guides the community through rebuilding after a tragedy, symbolized by renaming the village Sukarame.
The story goes beyond recounting events by using them to explore themes like leadership, accountability, and the strength of community in overcoming challenges.
The examples of teamwork and Mr.
Holmes's decisions help show how individuals and groups manage crises.
This thoughtful use of evidence reflects high critical thinking by connecting the events to broader themes of perseverance and moral In The Legend of Sadu Mountain, the story uses symbolism to explore themes like promises, conflict resolution, and interconnectedness.
"Sadu" itself symbolizes peace, meditation, and keeping promises.
The charactersAo actions, especially the breaking of promises and their consequences, reflect cultural beliefs about how actions affect others.
The story goes beyond just telling events.
it uses cultural symbols to deepen understanding of moral and ethical issues.
This Vol.
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Influence of context and assumptions In The Origin of Kampung Citaliktik, the story examines how cultural beliefs about family roles and supernatural powers shape the charactersAo actions.
Dayang SumbiAos choices are influenced by societyAos expectations of her as a mother and a woman.
The story questions assumptions about family relationships, especially between parents and children, and shows how mystical forces affect their fates.
The story reflects on how beliefs shape behavior and decisions by examining these cultural and supernatural influences.
This thoughtful look at context and assumptions shows strong critical thinking by challenging readers to consider how cultural values affect ethical choices.
In the Legend of Sadu Mountain, the story highlights cultural and spiritual themes like power, peace, and interconnectedness.
Cultural beliefs about keeping harmony and avoiding violence shape the characters' promises and conflicts.
It challenges assumptions about power, suggesting that real strength comes from peace and introspection, not aggression.
By exploring these cultural and spiritual influences, the story encourages critical thinking about how cultural norms shape decisions and what happens when those norms are broken.
This thoughtful approach shows high critical thinking by prompting readers to consider different perspectives and the wider impact of individual actions.
StudentAos position .
erspective, thesi.
In The Origin of Sukarame, the student's position reflects moral complexity, focusing on community resilience and leadership.
Mr.
Holmes's decisions are seen as moral choices that balance the community's needs and the leadership in a crisis.
The story shows an understanding of perseverance and teamwork, recognizing the difficulties of leadership and the moral dilemmas involved in decisions that affect others.
By considering individual and community perspectives, the student shows high critical thinking, addressing the broader moral and ethical questions raised by the story.
In "The Legend of Soreang," the student highlights the importance of understanding the consequences of unchecked emotions and selfish desires.
Sangkuriang's obsession with Dayang Sumbi illustrates the dangers of ignoring ethical and emotional complexities.
The student emphasizes communication, self-control, and emotional intelligence in navigating relationships.
By considering different perspectives, the story promotes critical thinking, encouraging readers to reflect on the emotional and moral aspects of the characters' choices.
Overall, the student engages deeply with the story's moral lessons.
Conclusions and related outcomes In "The Legend of Soreang," the student underscores the importance of recognizing the consequences of unchecked emotions and selfishness.
Sangkuriang's fixation on Dayang Sumbi warns about overlooking ethical and emotional issues.
The student stresses the need for effective communication, self-control, and emotional intelligence in relationships.
The story fosters critical thinking and encourages readers to reflect on the characters' emotional and moral decisions by exploring various perspectives.
Overall, the student strongly engage with the story's moral lessons.
The conclusion of "The Legend of Sadu Mountain" highlights the significance of peace and selfreflection, focusing on themes of harmony and interconnectedness.
The story emphasizes the Vol.
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This thoughtful conclusion connects the characters' actions to broader cultural themes, demonstrating strong critical thinking by linking individual choices to the overarching values of peace and Lowly perceived critical thinking In contrast, stories that exhibit low-perceived critical thinking tend to focus more on the practical aspects of survival, problem-solving, or action without delving deeply into this action's moral, ethical, or cultural implications.
While these stories may still present interesting or engaging narratives, they often lack the depth of analysis and reflection that characterizes high-perceived critical thinking.
These stories present events and outcomes more straightforwardly, without engaging with multiple perspectives or questioning underlying assumptions.
Explanation of issues In "The Origin of Nyalindung," the story focuses on strategic planning and self-defense against colonial forces in a straightforward way.
While the villagers' determination to protect themselves is commendable, the narrative does not address the larger issues of colonialism, leadership, or the ethical dilemmas that arise during conflict.
It mainly discusses survival tactics without delving into deeper moral or cultural questions, such as the ethics of using violence for defense or how the villagers balance survival with preserving their cultural identity.
This lack of exploration results in a story needing more critical thinking depth in highly regarded narratives.
In "The Legend of Batu Goong," the main conflict involves problem-solving under pressure in a supernatural setting.
However, the story mainly focuses on the practical challenges of exploring a supernatural hotel, neglecting deeper moral or philosophical questions.
For instance, what does the hotel symbolize regarding temptation or fate, and how do the characters' choices reflect their values or beliefs? These important questions still need to be answered, leading to a simplistic treatment of the conflict without exploring the ethical or cultural implications of the characters' actions.
Evidence .
electing and using informatio.
In The Legend of Batu Goong, the factual and event-driven evidence focuses on the characters' actions without much interpretation or reflection.
The interactions between Darmajati and Arjuna, and their encounter with the genie, are described straightforwardly, without questioning the motivations or consequences of these actions.
The lack of critical engagement with the storyAos supernatural elements limits the depth of the analysis, as the characters' experiences are presented as mere events rather than opportunities for reflection on broader cultural or moral This reliance on factual evidence without deeper interpretation reflects a lower level of critical thinking, as the story does not challenge the reader to think critically about the significance of the events or the characters' decisions.
Legok Keong provides evidence of resourcefulness and adaptability in surviving a flood, but the analysis is limited to the practical solutions that the characters employ.
While the characters' ability to survive and adapt is commendable, the story does not explore the deeper ethical or philosophical questions that such a situation might raise.
For example, how does the flood affect the community's sense of identity? What are the long-term consequences of surviving such a disaster? These questions are left unexplored, resulting in a story focusing more on the practical aspects of survival rather than engaging with the broader implications of the characters' Vol.
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Lugina, & Amalia This limited use of evidence reflects a lower level of critical thinking, as the story does not encourage the reader to reflect on the deeper moral or cultural issues at play.
Influence of context and assumptions In "The Origin of Nyalindung," the story recognizes the colonial context of the villagers' actions but does not critically examine the assumptions behind their decisions.
It mainly focuses on the practical side of defending the village without questioning the broader ethical or cultural For instance, what beliefs do the villagers hold about using violence for defense, and how do their actions reflect or challenge their cultural views on leadership and survival? These important questions still need to be addressed, resulting in a story that needs more critical thinking in the depth of highly regarded narratives.
In "Legok Keong," the story fails to deeply explore the assumptions behind the characters' actions, especially regarding their resilience and adaptability.
Their efforts to survive a flood are depicted as straightforward responses to crisis without considering the wider cultural or moral For example, how does the community's reaction to the flood reflect their cultural beliefs about survival? What assumptions do the characters have about their ability to overcome challenges? These important questions need to be answered, leading to a narrative that presents the characters' actions as simple solutions rather than opportunities for deeper reflection on their cultural context.
This lack of critical engagement suggests a lower level of critical thinking, as the story needs to prompt readers to question the beliefs that influence the characters' decisions.
StudentAos position .
erspective, thesi.
In "The Legend of Batu Goong," the studentAos viewpoint is quite basic, emphasizing the moral lesson of respecting supernatural boundaries without examining the deeper reasons behind the characters' actions or the importance of their choices.
For example, what motivates the characters to enter the supernatural hotel, and how do their actions reflect their values? These questions still need to be answered, resulting in a shallow analysis compared to more complex The focus is mainly on following the rules of the supernatural world rather than engaging with the moral or philosophical issues the story raises.
It indicates a lower level of critical thinking, as it does not encourage readers to think deeply about the character's motivations or the broader consequences of their actions.
The studentAos position in AuThe Origin of NyalindungAy focuses primarily on the defense strategies employed by the villagers without engaging with the characters' broader ethical considerations or emotional experiences.
For example, how do the villagers navigate the moral dilemmas that arise during conflict? What emotional toll does the defense of the village take on the characters? These questions are left unexplored, resulting in a position that focuses more on the practical aspects of the story rather than engaging with the deeper moral or cultural issues at It reflects a lower level of critical thinking, as the position does not challenge the reader to reflect on the storyAos broader ethical or emotional dimensions.
The conclusion of "Legok Keong highlights the characters' resilience during adversity, but it needs more depth by focusing on practical survival without exploring the broader implications for the community's values or identity.
For instance, how does surviving the flood impact the community's sense of belonging or relationship with nature? What are the long-term effects of this disaster on the characters' identity and purpose? These important questions go unanswered, leading to a logical conclusion needing more in-depth analysis in highly regarded stories.
It indicates a Vol.
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In "The Legend of Batu Goong," the conclusion is predictable and oversimplified, focusing on the effects of greed without exploring the deeper moral complexities behind the characters' For instance, what motivates the characters' greed, and how do their actions reflect their values? These important questions remain unanswered, leading to a conclusion that emphasizes following supernatural rules rather than engaging with the moral or philosophical issues the story This indicates a lower level of critical thinking, as it does not encourage readers to reflect on the character's motivations or the wider implications of their actions.
Stories that demonstrate high-perceived critical thinkingAisuch as The Origin of Kampung Citaliktik.
The Origin of Sukarame.
The Legend of Sadu Mountain, and The Legend of SoreangAi show a deeper engagement with moral, cultural, and ethical issues.
These stories feature thorough analysis, questioning of assumptions, and multi-faceted perspectives that encourage readers to reflect critically on the characters' actions and the broader implications of their decisions.
These stories demonstrate a high level of critical thinking by engaging with multiple perspectives, using evidence thoughtfully, and critically examining the cultural and moral contexts in which the stories take place.
In contrast, stories that demonstrate low-perceived critical thinkingAisuch as The Origin of Nyalindung.
The Legend of Batu Goong, and Legok KeongAitend to focus more on practical problem-solving and survival without delving deeply into the moral, ethical, or cultural implications of the characters' actions.
While these stories may still present interesting or engaging narratives, they lack the depth of analysis and reflection that characterizes high-perceived critical Focusing primarily on the surface-level events and outcomes, these stories miss opportunities to engage with broader ethical or philosophical questions, resulting in less comprehensive critical thinking outcomes.
The results in the uploaded document reveal significant variations in the levels of critical thinking demonstrated by students when working on projects based on indigenous narratives.
examining elements such as the explanation of issues, selection of evidence, influence of context, studentAos position, and the conclusions drawn, the narratives can be divided into those demonstrating Highly Perceived Critical Thinking (HPCT) and those displaying Lowly Perceived Critical Thinking (LPCT).
This discussion analyzes these levels of critical thinking in relation to relevant educational theories and critical thinking models, exploring how students' narratives align with or deviate from these frameworks.
Highly perceived critical thinking (HPCT) Stories in the HPCT category transcend basic storytelling, instead engaging with underlying moral and ethical questions, contextual influences, and diverse perspectives.
These narratives, such as The Origin of Kampung Citaliktik.
The Legend of Sadu Mountain.
The Origin of Sukarame, and The Legend of Soreang, reflect depth and complexity in students' critical Explanation of issues The stories classified under HPCT delve into complex dilemmas that challenge societal norms and ethics.
For instance.
The Origin of Kampung Citaliktik engages with the ethical taboo surrounding incest, exploring Sangkuriang's desire to marry his mother.
Dayang Sumbi, which raises questions of moral duty and societal prohibitions.
This reflective approach aligns with Vol.
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In The Legend of Soreang, students examine how unchecked emotions can distort judgment, emphasizing the importance of selfawareness in personal and relational ethics.
This aligns with Halpern & NummedalAos .
view that critical thinking should encourage emotional regulation and self-reflection, particularly in relation to others.
StudentsAo ability to connect these emotions to ethical reasoning reflects strong critical thinking where challenging assumptions is essential for deep, critical engagement.
Evidence .
electing and using informatio.
High-critical-thinking stories incorporate symbolism and broader themes, effectively using evidence to underscore moral lessons.
For example.
The Origin of Sukarame showcased a community overcoming adversity under strong leadership, using the narrative to highlight resilience and community cohesion.
It emphasis on the role of evidence in advancing critical thinking, as students link actions to overarching themes of moral integrity and collective resilience (Changwong et al.
, 2.
Similarly, in The Legend of Sadu Mountain, symbolism is used to deepen understanding of peace and connectedness, as the story explores the consequences of breaking promises and the importance of cultural values.
Effective evidence selection, especially through culturally resonant symbols, supports the critical thinking process, helping learners connect narratives with social values.
Influence of context and assumptions The HPCT narratives reveal an understanding of the cultural, societal, and personal influences on the characters' decisions.
In The Origin of Kampung Citaliktik.
Dayang Sumbi's actions were shaped by societal expectations and mystical beliefs.
Such awareness aligned with the importance of recognizing context in critical thinking assessments, suggesting that strong critical thinkers are adept at analyzing influences on decision-making.
In The Legend of Sadu Mountain, students explore how cultural norms around peace influence character actions, prompting readers to reflect on the role of cultural beliefs in shaping ethical decisions.
This exploration of context matches with NosichAos .
view that understanding and questioning cultural assumptions is crucial to fostering critical thinking.
StudentAos position .
erspective, thesi.
HPCT stories reflect a nuanced understanding of personal and community ethics.
In The Origin of Sukarame, students present the leader's role as a moral choice that balances individual needs with community welfare, capturing the ethical weight of leadership decisions.
Critical thinking requires balancing diverse perspectives, as moral choices often involve complex, multifaceted issues (Zivkovil, 2.
In The Legend of Soreang, students underscore the consequences of ignoring ethical considerations in personal relationships, stressing self-control and emotional By examining these themes, students engage deeply with the charactersAo actions and a critical thinkerAos position should engage with different viewpoints and provide a well-supported Lowly perceived critical thinking (LPCT) In contrast.
LPCT stories, such as The Legend of Batu Goong.
Legok Keong, and The Origin of Nyalindung, often focus more on survival, straightforward action, or practical problemsolving, lacking the depth of ethical and cultural exploration seen in HPCT narratives.
These Vol.
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Explanation of issues The LPCT narratives primarily center around action without much reflection on ethical For example, in The Origin of Nyalindung, the villagersAo defense against colonial forces is presented in terms of strategy, neglecting the broader moral context of colonialism and ethical questions around violence in self-defense.
Critical thinking requires grappling with difficult questions, such as ethical dilemmas in conflict situations, suggesting that the lack of such exploration reflects a lower level of critical engagement.
In The Legend of Batu Goong, students narrate problem-solving in a supernatural context without exploring symbolic meanings, such as what the supernatural hotel might represent.
This straightforward narrative approach reflects a lack of depth as a hallmark of low critical thinking, where students recount events without connecting them to larger, abstract themes.
Evidence .
electing and using informatio.
LPCT stories rely on basic factual recounting rather than interpretive evidence.
For instance.
The Legend of Batu Goong focuses on the charactersAo actions in response to a genieAos supernatural power but lacks deeper analysis of motivations or ethical consequences.
Critical thinking requires selecting evidence that not only supports the narrative but also encourages reflection on underlying values (Bell et al.
, 2.
Here, the story missed an opportunity to use the supernatural context to engage with themes such as temptation or fate.
Similarly.
Legok Keong presents survival as a practical outcome of resourcefulness, without exploring philosophical questions about resilience or identity.
This limitation corresponds to the note that high-level critical thinking involves interpreting evidence in ways that challenge assumptions and provoke inquiry, a process absent in the straightforward recounting of events in LPCT stories (Changwong et al.
Influence of context and assumptions LPCT stories fail to deeply engage with the assumptions influencing characters' actions.
The Origin of Nyalindung, while colonialism formed the storyAos background, there is no examination of how colonial pressures impact villagers' ethical perspectives on defense.
Critical thinkers are expected to analyze the social and cultural context to understand how external pressures influence personal values.
The narrativeAos lack of such engagement suggests a limited understanding of context (Nosich, 2.
In Legok Keong, the communityAos reaction to the flood is portrayed without exploring the cultural beliefs or assumptions that might underlie their This missed opportunity for cultural analysis viewed that recognizing and questioning context-specific assumptions is key to developing critical thinking.
StudentAos position .
erspective, thesi.
The perspectives in LPCT stories tend to be narrow, focusing on immediate actions rather than ethical considerations.
In The Legend of Batu Goong, the moral lesson is simplified to respecting supernatural boundaries, without examining deeper motivations or moral conflicts.
This reflects a limited thesis that lacks the complexity necessary for high-level critical thinking, as it does not fully consider the implications of the charactersAo choices.
Vol.
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This simplistic approach reflects the limitations of low-perceived critical thinking, as it fails to integrate multiple perspectives and address underlying ethical questions (Zivkovil, 2.
Conclusions and related outcomes The conclusions in LPCT stories often miss broader moral insights.
In Legok Keong, while resilience is emphasized, there is no exploration of how survival might shape the communityAos values or identity.
This limited scope reflects that effective critical thinking outcomes should focus on the deeper implications of experiences rather than solely on practical outcomes.
In The Legend of Batu Goong, the conclusion merely emphasizes the dangers of greed, without exploring the broader motivations behind it, resulting in a superficial ending.
This aligns with RhodesAo .
suggestion that high critical thinking is characterized by conclusions that encourage reflection on multiple dimensions, a quality missing in LPCT narratives.
Stories demonstrating HPCT, such as The Origin of Kampung Citaliktik and The Legend of Sadu Mountain, display depth in their engagement with cultural, ethical, and social issues, integrating various perspectives and critically examining the context.
These narratives show how students can construct complex arguments and reflect deeply on the broader implications of their narratives, aligning with critical thinking models proposed by scholars like Ennis .
Arochman et al.
In contrast.
LPCT stories, such as The Legend of Batu Goong and Legok Keong, primarily recount events and actions without critical engagement, reflecting a limited scope of analysis and a more straightforward interpretation.
This division underlines the importance of fostering critical thinking in educational contexts, as emphasized by Changwong et al.
to encourage students to explore complex themes and question assumptions for a more profound This division underlines the importance of fostering critical thinking in educational contexts, as emphasized by Changwong et al.
to encourage students to explore complex themes and question assumptions for a more profound understanding.
Moreover, as Lestari .
demonstrated through a bibliometric analysis of local legends and critical thinking development, the use of storytelling strategies like PBL can significantly strengthen students' analytical capabilities in language learning.
Building upon this discussion, the current study adds new insights into the field of language education by providing a clearer understanding of how narrative structures influence the development of critical thinking skills.
This contribution is in line with existing research that emphasizes the role of storytelling in education.
For instance, studies have highlighted how multimedia instructional approaches can significantly improve students' writing performance (Olowoyeye et al.
, 2.
, and how teachers navigate challenges in teaching English to students with special needs (Apriliyanti, 2.
Additionally, research on the integration of YouTube videos during online learning demonstrates its positive impact on enhancing literacy among middle school students (Sutanto et al.
, 2.
Furthermore, students' attitudes toward language courses significantly influence their learning outcomes, as indicated by Olowoyeye & Aladesusi .
, reinforcing the need for innovative teaching methods that actively engage learners.
These studies reflect the growing recognition of the need to incorporate various tools and approaches in language education to foster critical thinking.
Furthermore, this study aligns with broader discussions on factors influencing academic Research has shown, for example, that parental involvement plays a significant role in students' academic performance (Saadu, 2.
, while school climate also has a notable effect Vol.
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Similarly.
Calixtro .
identified various determinants affecting Grade 9 students' performance in English, underlining the multifaceted nature of language learning Karmaker .
further emphasized the persistent challenges learners face in acquiring English proficiency, particularly when foundational support systems are lacking, highlighting the necessity of a holistic approach in language education.
In addition, recent bibliometric studies offer valuable insights into evolving trends in English language education.
Damayanti & Santosa .
highlighted the positive impact of digital writing tools like ProWritingAid on enhancing EFL students' writing skills.
Complementary to this.
Damkam and Chano .
conducted a bibliometric analysis focusing on metacognition strategies in English writing instruction, emphasizing the cognitive processes that support higherorder thinking skills.
Nithideechaiwarachok and Chano .
further extended the field's understanding through a bibliometric study of research trends among pre-service English teachers, reflecting the ongoing refinement of teacher preparation programs.
Additionally.
Nadtayay and Wongsaphan .
performed a CEFR-based comparative analysis of English teaching models, offering a framework for aligning instructional practices with communication competencies.
Oya .
also contributed by evaluating assessment projects in English language education through a bibliometric review, emphasizing the growing importance of comprehensive and evidence-based evaluation strategies.
By examining storytelling as a means of developing critical thinking, this research bridges the gap between narrative analysis and language education, offering new perspectives on how to engage students in deeper reflection and more complex reasoning.
Therefore, this study enriches the ongoing discourse surrounding language education by contributing to our understanding of how stories can be used as a tool to nurture critical thinking skills, ultimately supporting more effective and comprehensive learning experiences.
This study adds new ideas and suggestions regarding language education, as reported elsewhere (Alek & Nguyen, 2023.
AL-Ragdhi et al.
, 2024.
Barbe et al.
, 2023.
Mahmud et al.
Rosmayanti et al.
, 2024.
Wang, 2024.
Yunisah et al.
, 2.
Conclusion The study highlights the positive impact of PBL (PBL) on both writing skills and critical thinking among EFL learners.
By engaging students in the creation of stories based on indigenous narratives, the PBL model not only improved their ability to write in English but also encouraged critical thinking at varying levels.
Stories were categorized into high-perceived critical thinking (HPCT) and low-perceived critical thinking (LPCT), revealing that HPCT stories engaged deeply with cultural, ethical, and moral issues, while LPCT stories focused more on practical problemsolving without critical reflection on broader implications.
The VALUE rubric provided a valuable framework for assessing critical thinking, demonstrating that stories rich in cultural context and ethical dilemmas were more likely to showcase higher levels of critical analysis.
The use of culturally relevant material helped students connect with their tasks, fostering deeper learning and engagement, particularly in the HPCT groups, where students examined societal norms, character motivations, and consequences of actions.
However, the study also indicates that not all students were equally capable of engaging in critical thinking.
Some students focused more on recounting events or solving immediate problems, lacking the deeper reflection required for higher-level critical thinking.
This suggests that additional support, such as instruction in critical thinking strategies and opportunities for feedback, may be necessary to help all students fully develop their analytical skills.
PBL offers a promising approach for enhancing writing and critical thinking in Vol.
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However, targeted guidance and scaffolding are essential to ensure that all students can engage deeply with the critical thinking process.
Declaration of conflicting interest The authors declare that there is no conflict of interest in this work Funding acknowledgements The authors would like to thank Beasiswa Pendidikan Indonesia .
he Indonesian Education Scholarshi.
PPATP .
he Center for Higher Education Funding and Assessmen.
Lembaga Pengelola Dana Pendidikan .
he Indonesia Endowment Fund for Educatio.
, and Ministry of Higher Education.
Science, and Technology of Republic Indonesia for providing funding for this research and our studies.
BPI ID: 202327092815.
References