DRAMA ACTIVITIES TO DEVELOP AND PROMOTE CRITICAL THINKING

Abstract

Background and Objectives: In the 21^st century the rapid and complex changes in society have required education systems to prepare learners to handle diverse information. Critical thinking skills have become essential for students to analyze information, evaluate facts, and make reasoned decisions. One widely recognized approach to effectively promote critical thinking is through drama activities. These activities engage students by having them assume roles in simulated situations, which encourages analytical thinking, decision-making, and understanding multiple perspectives, while also developing emotional, social, and communication skills. However, implementing drama activities in educational contexts faces limitations, such as educators' unfamiliarity, resource and time constraints, and inadequate evaluation. Therefore, it's crucial to study effective methods for organizing drama activities to enhance critical thinking. The objectives of this study are: 1) to study the characteristics of the drama process that foster students' critical thinking; 2) to analyze suitable drama activity models that can be adapted for classroom use to promote critical thinking; and 3) to propose guidelines for designing drama activities that can develop and enhance students' critical thinking.

Methodology: This study aims to examine, analyze, and synthesize concepts and theories related to critical thinking. This includes the concept of critical thinking development based on learning theories and the use of drama activities to foster it, such as drama activity models, characteristics, and processes, as well as the application of drama in learning management. The collected information was then analyzed and synthesized to present the findings in an analytical essay. The focus is on explaining the appropriate and effective drama learning processes for developing critical thinking, while also providing practical guidelines for teachers to adapt them for designing lesson plans or activities to enhance critical thinking skills effectively.

Key Findings: Drama activities are effective tools for developing and promoting critical thinking, analytical skills, and reasoned decision-making skills. They also foster emotional, social, and communication skills, as well as reasoned argumentation, empathy, and respect for differing opinions and attitudes. Students can apply this knowledge to real-life situations. Despite their high effectiveness, drama activities face limitations in classroom application, such as time constraints and the unfamiliarity of both teachers and students.

Implications of the Study: This study is significant in the following implications: 1) The drama activity process is a key component consistent with the principles of critical thinking; 2) The process provides a guideline for teachers to effectively use drama activities in the classroom. They can design activities to enhance students' critical thinking skills and use them as an active learning tool for student-centered appraoch; and 3) Drama activities not only promote critical thinking but also develop analytical thinking, reasoned decision-making, communication, collaboration, empathy, and creativity. These are all essential skills for living in the complex and rapidly changing world of the 21st century.

Conclusion and Future Directions: This study demonstrates that drama activities are effective tools for developing critical thinking skills by allowing students to assume roles in complex situations, ask questions, evaluate various options, make reasoned decisions, exchange ideas, and respect differences. Drama activities not only promote critical thinking but also develop analytical thinking, social, emotional, and communication skills, which are key attributes for 21^st-century learners. Future research directions include: 1) designing assessment tools for critical thinking skills that align with drama activities; 2) providing teacher training on the principles of drama pedagogy, effective questioning techniques, and appropriate evaluation methods; and 3) exploring the integration of drama activities into various subjects to develop critical thinking skills in broader contexts.