The Effect of Prompt Engineering on Critical Thinking and Writing Quality of High School Students at SMAN 1 Dawarblandong

Nur Kholis Majid, Majid and Wiwik Mardiana, Wiwik and Ganinda, Nurhayati, 0720018905 (2026) The Effect of Prompt Engineering on Critical Thinking and Writing Quality of High School Students at SMAN 1 Dawarblandong. Bachelor thesis, Universitas Islam Majapahit.

	Text Cover Repository Khol new.pdf Restricted to Registered users only Download (529kB) | Request a copy
Preview	Text CHAPTER I Repo Khol.pdf Download (297kB) | Preview
	Text CHAPTER II Repo Khol.pdf Restricted to Registered users only Download (347kB) | Request a copy
	Text CHAPTER III Repo Khol.pdf Restricted to Registered users only Download (453kB) | Request a copy
	Text CHAPTER IV Repo Khol.pdf Restricted to Registered users only Download (1MB) | Request a copy
Preview	Text CHAPTER V Repo Khol.pdf Download (267kB) | Preview
Preview	Text REFERENCE Repo Khol.pdf Download (389kB) | Preview
	Text ATTACHMENT Repo Khol.pdf Restricted to Registered users only Download (2MB) | Request a copy

Abstract

This study aims to examine the effect of prompt engineering on the critical thinking (CT) skills and writing quality (WQ) of eleventh-grade students at SMAN 1 Dawarblandong. The study was motivated by Teaching Practicum observations, revealing that students engage with artificial intelligence (AI) tools passively and uncritically, producing analytically shallow writing, a concern reinforced by Indonesia’s persistently low PISA 2022 literacy scores, which reflect weak higher-order thinking skills among secondary-level students. A quasi-experimental pre-test and post-test control group design was employed. Participants were 32 students from Class XI-3 as the experimental group and 32 students from Class XI-4 as the control group at SMAN 1 Dawarblandong during the 2025/2026 academic year. The experimental group received six sessions of structured prompt engineering using the TCI-RATEL framework, while the control group followed conventional writing instruction with unstructured AI access. Data were collected through a narrative writing task based on Indonesian folktales and analysed using the Independent Samples t-test via IBM SPSS Statistics. The results demonstrated that prompt engineering instruction had a statistically significant positive effect on CT skills, t (62) = 4.743, p .001 (Cohen’s d = 1.19), and on WQ, t (62) = 5.406, p < .001 (Cohen’s d = 1.35). Both null hypotheses were rejected, and the alternative hypotheses were accepted. The complication sections in students’ post-test narratives consistently yielded the highest scores across both rubrics. These findings confirm that structured prompt engineering effectively develops EFL secondary students’ critical thinking and writing quality, and represents a contextually relevant pedagogical strategy aligned with Indonesia’s Merdeka Curriculum. Keywords: Prompt Engineering, Critical Thinking, Writing Quality, TCI-RATEL, EFL

Actions (login required)

View Item