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citations
Cited by 4 publications
(3 citation statements)
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References 24 publications
(31 reference statements)
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“…The valid learning models and materials can be implemented to see the effectiveness and effectiveness of developed learning models and materials [29][30][31][32][33][34]. The need for chemistry learning that can improve self-efficacy, critical thinking, and learning outcomes and prevent misconceptions [35][36]. The results of this study prove that the SCT Learning Model has been constructively valid to improve critical thinking skill and self-efficacy of chemistry teacher candidates.…”
Section: IVmentioning
confidence: 88%
“…The valid learning models and materials can be implemented to see the effectiveness and effectiveness of developed learning models and materials [29][30][31][32][33][34]. The need for chemistry learning that can improve self-efficacy, critical thinking, and learning outcomes and prevent misconceptions [35][36]. The results of this study prove that the SCT Learning Model has been constructively valid to improve critical thinking skill and self-efficacy of chemistry teacher candidates.…”
Section: IVmentioning
confidence: 88%
“…However, teaching strategies are actively involved in their learning process to promote meaningful learning and motivation. For thinking ability factor, Flavell [50] stated that an act of thinking about one's own mental process plays important role in reading and oral comprehension, writing, and problem solving in science. Furthermore, Wang, Haertel, and Walberg [51]described that thinking ability is the most powerful predictor of learning.…”
Section: Discussionmentioning
confidence: 99%
“…Peneelaahan lebih lanjut menunjukkan bahwasanya pemahaman siswa hanya ditekankan pada aspek makroskopis dimana seharusnya pengetahuan siswa perlu dikonstruksi pada tiga level pemahaman yakni makroskopis, mikroskopis, dan simbolik (Shui-Te et al, 2018). Level ini disebut sebagai belajar kimia secara representasi bahwa kunci utama dalam mereduksi miskonsepsi dalam pembelajaran kimia terletak pada bagaimana siswa mengkonstruk model mental mereka secara representasi khususnya level mikroskopi (partikulat) agar mereka bisa memahami secara utuh konteks materi yan g dipelajari (Barke, Hazari, & Yitbarek, 2009;Berkel, Berry, Pilot, & Bulte, Astrid, M, 2009;Majid & Prahani, 2017;Treagust, Chittleborough, & Mamiala, 2003). Selain itu, Gilbert & Treagust (2009) menegaskan keilmuan kimia memiliki hubungan yang sangat erat dengan fenomena yang terjadi dalam kehidupan manusia dan belajar dengan konsep representasi adalah bagian yang mendukung hubungan tersebut bahwa, dengan konsep representasi mereka lebih mudah menginterpretasi ragam konteks kehidupan secara ilmiah.…”
Section: Pendahuluanunclassified