Anindito Aditomo
Universitas Surabaya

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Argument Evaluation Test for Critical Thinking Ability Assessment: A Preliminary Study Christin N. K. Lunggito; Anindito Aditomo; Ide Bagus Siaputra
ANIMA Indonesian Psychological Journal Vol. 30 No. 2 (2015): ANIMA Indonesian Psychological Journal (Vol. 30, No. 2, 2015)
Publisher : Laboratory of General Psychology, Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (162.099 KB) | DOI: 10.24123/aipj.v30i2.540

Abstract

Critical thinking is a highly valued learning outcome in all educational levels. This study explores students ability to evaluate arguments as one manifestation of critical thinking. Using a newly developed instument (the Argument Evaluation Test), we describe high school graduates’ (N = 2201) ability to distinguish between sound and fallacious arguments, without explicit instruction. The results indicate that about half of the participants were able to spontaneously evaluate arguments and identify logical fallacies. This is significant considering that argumentation and logical fallacies are not part of the school curriculum in Indonesia. Thus, the ability to identify at least some types of logical fallacies could be obtained through informal learning and therefore the knowledge underlying this ability is likely to be implicit. Another finding was that the ability to evaluate arguments seem to vary depending on the type of fallacy, with ad hominem arguments easier to be identified as fallacious compared to ad populum arguments, as well as demographic variables such as gender and ethnicity.
Book Review: Epistemic Cognition and Development: The Psychology of Justification and Truth Anindito Aditomo
ANIMA Indonesian Psychological Journal Vol. 32 No. 2 (2017): ANIMA Indonesian Psychological Journal (Vol. 32, No. 2, 2017)
Publisher : Laboratory of General Psychology, Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (111.215 KB) | DOI: 10.24123/aipj.v32i2.590

Abstract

Although relatively unpopular among Indonesian scholars, the study of epistemic cognition has emerged as a major area of research at the intersection of psychology and education. A number of edited books and special editions in respected journals have been dedicated to various issues related to epistemic cognition. However, David Moshman’s “Epistemic Cognition and Development” (henceforth, ECD) is the first textbook which provides a comprehensive introduction to theories and research on epistemic cognition. With this book, Moshman deserves much credit for providing not only valuable insights on a number of key conceptual issues, but also situating those insights within the broader picture of cognitive and developmental theories.
"Why Fiction is Better than Reality": The Influence of Reading Fiction Narrative on Empathy ["Why Fiction is Better than Reality": Pengaruh Membaca Fiction Narrative terhadap Empati" Katherine Amadea Irwanto; Anindito Aditomo; Lina Natalya
ANIMA Indonesian Psychological Journal Vol. 35 No. 2 (2020): ANIMA Indonesian Psychological Journal (Vol. 35, No. 2, 2020)
Publisher : Laboratory of General Psychology, Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v35i2.2909

Abstract

The fictional narrative is a form of literature often found in everyday life, such as in novels or short stories, comic strips in newspapers, and in poetry. Reading fictional literature has a positive effect, however previous research had not as yet shown any conclusive evidence that such reading increases empathy. This research was aimed at testing the influence of reading fictional narratives on empathy, mediated by narrative engagement. The method used in the research was an experimental one, with a pre-test/post-test control group design. 194 undergraduate students were actively involved as the research participants. The results of the analysis of data, using a Wilcoxon signed-rank test and a causal step approach indicated that reading a fictional narrative may significantly increase the empathy of the reader, and that the relationship of these two variables were partially mediated by narrative engagement. This research provided supportive data to the idea that fictional narratives may raise levels of empathy and that that influence is mediated by the variable of narrative engagement. The public is enjoined to read fictional narratives, such as novels, comics, short stories and poetry of a variety of genres, to experience an increase in empathy. Fiction narrative merupakan jenis bacaan yang sering ditemui dalam kehidupan sehari-hari, seperti buku novel atau cerita pendek, komik panel di surat kabar, maupun puisi. Membaca bacaan fiktif membawa dampak positif, akan tetapi penelitian terdahulu belum menunjukkan bukti yang konklusif bahwa membaca bacaan fiktif meningkatkan kemampuan empati. Penelitian ini bertujuan untuk menguji pengaruh membaca fiction narrative terhadap empati dengan dimediasi oleh narrative engagement. Metode yang digunakan dalam penelitian ini adalah eksperimen dengan pretest-posttest control group design. Terdapat 194 orang mahasiswa S1 aktif terlibat sebagai partisipan penelitian ini. Hasil analisis data dengan Wilcoxon signed-rank test dan causal step approach menunjukkan bahwa membaca fiction narrative dapat meningkatkan empati pembacanya secara signifikan, serta hubungan kedua variabel tersebut dimediasi secara parsial oleh narrative engagement. Penelitian ini menjadi dukungan data bahwa fiction narrative dapat meningkatkan empati serta pengaruh tersebut dimediasi variabel narrative engagement. Masyarakat disarankan untuk membaca bacaan fiction narrative seperti novel, komik, cerita pendek, maupun puisi dari berbagai genre agar mengalami peningkatan empati.
Evaluating the Validity of an Epistemic Belief Questionnaire: Evidence Based on Internal Structure, Content, and Response Process Anindito Aditomo
ANIMA Indonesian Psychological Journal Vol. 29 No. 3 (2014): ANIMA Indonesian Psychological Journal (Vol. 29, No. 3, 2014)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of epistemic beliefs is regarded as an important goal of education. Three studies were conducted with preservice teachers in Australia to evaluate the validity of a new instrument that has the potential to measure sophistication of epistemic beliefs in a theoretically grounded manner. Two surveys gathered evidence on internal structure and content, and an interview study collected evidence on response process. Findings indicate that the original model and instrument required modifications. The modified instrument exhibited better internal structure. Interview data show that the instrument prompted respondents to think about the target constructs. However, the interview data also show that there are nuances in respondents’ beliefs about scientific knowledge which were not captured by the written questionnaire. Pengembangan keyakinan epistemologi (ilmu pengetahuan) pada siswa dianggap sebagai salah satu tujuan penting pendidikan. Artikel ini memaparkan hasil tiga studi pada guru- guru magang di Australia mengenai validitas sebuah instrumen baru yang mengukur perkembangan keyakinan epistemologi. Dua studi survei menyajikan bukti tentang konten dan struktur internal, dan sebuah studi wawancara memaparkan bukti mengenai proses merespons. Survei pertama menunjukkan bahwa model original dan instrumennya perlu dimodifikasi. Survei kedua menunjukkan bahwa instrumen hasil modifikasi memiliki struktur internal yang lebih baik. Data wawancara menunjukkan bahwa instrumen tersebut memaksa para responden untuk memikirkan konstruk yang disasar. Namun, data wawancara juga menunjukkan adanya nuansa dalam keyakinan responden tentang pengetahuan ilmiah yang tidak terungkap melalui kuesioner tertulis tersebut.