Ika Yanti Ziska, Issy Yuliasri, Januarius Mujiyanto, Hendi Pratama
This study explores the innovative integration of the ICARE learning model (introduction, connection, application, reflection, and extension) with explicit critical thinking instruction to advance undergraduate students’ writing ability in English writing courses at Universitas Muhammadiyah Parepare. While conventional writing pedagogy often emphasizes product over process, this research positions ICARE as a structured, process-oriented framework that enhances both critical reasoning and communicative competence. Using a mixed-methods exploratory sequential design, 30 students were divided into experimental and control groups, with the experimental group participating in team assisted individualization (TAI) and the control group employing self-regulated learning (SRL) strategies. Data were collected over 16 weeks through pre and post argumentative essay tests, classroom observations, and semi-structured interviews. Quantitative findings demonstrated significant improvement in writing performance across both groups, with the TAI group showing superior gains in organization, coherence, and argumentative depth. Qualitative evidence underscored the distinctive pathways through which ICARE facilitated learning: TAI cultivated collaborative empowerment, peer-supported problem-solving, and co-construction of knowledge, while SRL strengthened autonomy, persistence, and reflective self-regulation. Together, the findings highlight ICARE’s capacity to address persistent limitations of conventional pedagogy by embedding critical thinking into a cyclical, participatory learning process that bridges theory and practice. Beyond improved academic outcomes, the model nurtured transferable skills essential for twenty-first century success, including collaboration, autonomy, and reflective inquiry. This study contributes to the growing body of research on process-based language instruction by demonstrating that ICARE, when paired with critical thinking, not only enhances writing competence but also equips students with broader cognitive and interpersonal skills. Future research is recommended to examine the longitudinal sustainability of these benefits and to test the adaptability of ICARE across disciplines, institutional contexts, and cultural settings. Copyright (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Universitas Negeri Semarang, Indonesia
