kuesioner untuk mengukur Reflective Thinking Skill pada kelas EFL

panduan untuk membuat kuesioner untuk mengukur Reflective Thinking Skill pada kelas EFL berdasarkan Kember et al. (2000) – Reflective Thinking Questionnaire (RTQ). Saya juga bisa membuat versi dalam bahasa Inggris yang bisa langsung digunakan.

1. Struktur RTQ

Kember et al. (2000) mengembangkan RTQ untuk mengukur tingkat refleksi seseorang dalam belajar, dengan fokus pada empat aspek:

1. Habitual Action (HA) – kebiasaan bertindak tanpa refleksi
2. Understanding (U) – pemahaman terhadap pengalaman
3. Reflection (R) – kemampuan merefleksikan pengalaman secara mendalam
4. Critical Reflection (CR) – kemampuan mengevaluasi asumsi dan berpikir kritis

Biasanya setiap aspek diukur dengan 4–6 item, menggunakan skala Likert 5 poin:
1 = Sangat Tidak Setuju, 5 = Sangat Setuju

2. Contoh Item Kuesioner untuk Kelas EFL

Berikut versi bahasa Inggris, disesuaikan untuk konteks belajar bahasa Inggris:

Aspect	Item Example
Habitual Action (HA)	1. I often complete English exercises without thinking about what I am learning.  2. I follow instructions in English class without questioning them.
Understanding (U)	3. I try to understand the purpose of the English tasks I do.  4. I reflect on my understanding when learning new English grammar or vocabulary.
Reflection (R)	5. I think about how I can improve my English skills based on past learning experiences.  6. I consider why I make certain mistakes in English and how to avoid them.
Critical Reflection (CR)	7. I question the assumptions behind the English materials or activities.  8. I try to evaluate whether my approach to learning English is effective.

Jumlah item bisa diperluas sesuai kebutuhan, misal 20–24 item, dengan distribusi seimbang antar aspek.

3. Petunjuk Pengisian

• Jawab setiap pernyataan sesuai dengan pengalaman pribadi saat belajar bahasa Inggris.
• Gunakan skala:
  1 = Sangat Tidak Setuju
  2 = Tidak Setuju
  3 = Netral
  4 = Setuju
  5 = Sangat Setuju

4. Analisis Hasil

• Skor setiap aspek dijumlahkan atau dirata-rata.
• Semakin tinggi skor: semakin tinggi kemampuan reflective thinking.
• Analisis bisa menggunakan:
• Deskriptif statistik (mean, SD) per aspek
• Reliabilitas (Cronbach’s alpha) untuk mengukur konsistensi internal
• Analisis korelasi dengan hasil belajar bahasa Inggris jika diperlukan

 kuesioner lengkap Reflective Thinking Questionnaire (RTQ) untuk kelas EFL berdasarkan Kember et al. (2000), versi bahasa Inggris, dengan 20 item yang siap digunakan. Skala Likert 5 poin: 1 = Strongly Disagree, 5 = Strongly Agree.

Reflective Thinking Questionnaire (RTQ) – EFL Version

Instructions:
Please read each statement carefully and indicate how much you agree or disagree based on your experience learning English.

Scale:
1 = Strongly Disagree | 2 = Disagree | 3 = Neutral | 4 = Agree | 5 = Strongly Agree

Section A: Habitual Action (HA) – 5 items

1. I often complete English exercises without thinking about what I am learning.
2. I follow instructions in English class without questioning them.
3. I usually rely on what I already know instead of exploring new ways to learn English.
4. I do English tasks automatically without considering their purpose.
5. I rarely reflect on my learning process in English class.

Section B: Understanding (U) – 5 items

1. I try to understand the purpose of the English tasks I do.
2. I reflect on my understanding when learning new English grammar or vocabulary.
3. I connect new English knowledge with what I have learned before.
4. I consider why certain English rules or expressions are used.
5. I try to understand the reasoning behind my mistakes in English.

Section C: Reflection (R) – 5 items

1. I think about how I can improve my English skills based on past learning experiences.
2. I consider why I make certain mistakes in English and how to avoid them.
3. I think about different strategies to learn English more effectively.
4. I analyze my performance in English assignments to find areas of improvement.
5. I reflect on how classroom activities help me improve my English skills.

Section D: Critical Reflection (CR) – 5 items

1. I question the assumptions behind the English materials or activities.
2. I try to evaluate whether my approach to learning English is effective.
3. I critically assess feedback from teachers and classmates to improve my learning.
4. I consider alternative perspectives or methods in learning English.
5. I reflect on whether my beliefs about learning English affect my progress.

Scoring

• HA, U, R, CR: Average the scores for items in each section.
• Interpretation: Higher scores = higher reflective thinking in that dimension.

 Reflective Thinking Questionnaire (RTQ) untuk kelas EFL dalam bentuk tabel, lengkap dengan aspek, nomor item, dan pernyataan, siap digunakan.

Aspect	Item No.	Statement	Scale (1–5)
Habitual Action (HA)	1	I often complete English exercises without thinking about what I am learning.	1 2 3 4 5
	2	I follow instructions in English class without questioning them.	1 2 3 4 5
	3	I usually rely on what I already know instead of exploring new ways to learn English.	1 2 3 4 5
	4	I do English tasks automatically without considering their purpose.	1 2 3 4 5
	5	I rarely reflect on my learning process in English class.	1 2 3 4 5
Understanding (U)	6	I try to understand the purpose of the English tasks I do.	1 2 3 4 5
	7	I reflect on my understanding when learning new English grammar or vocabulary.	1 2 3 4 5
	8	I connect new English knowledge with what I have learned before.	1 2 3 4 5
	9	I consider why certain English rules or expressions are used.	1 2 3 4 5
	10	I try to understand the reasoning behind my mistakes in English.	1 2 3 4 5
Reflection (R)	11	I think about how I can improve my English skills based on past learning experiences.	1 2 3 4 5
	12	I consider why I make certain mistakes in English and how to avoid them.	1 2 3 4 5
	13	I think about different strategies to learn English more effectively.	1 2 3 4 5
	14	I analyze my performance in English assignments to find areas of improvement.	1 2 3 4 5
	15	I reflect on how classroom activities help me improve my English skills.	1 2 3 4 5
Critical Reflection (CR)	16	I question the assumptions behind the English materials or activities.	1 2 3 4 5
	17	I try to evaluate whether my approach to learning English is effective.	1 2 3 4 5
	18	I critically assess feedback from teachers and classmates to improve my learning.	1 2 3 4 5
	19	I consider alternative perspectives or methods in learning English.	1 2 3 4 5
	20	I reflect on whether my beliefs about learning English affect my progress.	1 2 3 4 5