Conceptual Framework of Reflective-Inquiry Learning Model to Promote Critical Thinking Ability of Preservice Physics Teachers

Abstract

Critical thinking has been a crucial competence in 21st century learning and encouraging critical thinking ability at the university level is assumed as an important achievement at higher education. This study was aimed at developing Reflective-Inquiry Learning (RIL) model to promote critical thinking ability for preservice teachers in particular. This study was a pre-developmental stage in which the developed RIL model was constructed in line with the supporting theories and empirical findings. With the result that, it produced a hypothetical framework from RIL model itself. Then, the product of the RIL model was validated with involving 7 experts as validators through a focus group discussion (FGD) process. The assessed aspect of the product consisted of the content validity and construct validity. The results of the product validity were analyzed through a descriptive analysis viewed from the average score of the validity. The result of the validity showed the validity level (Va) of the RIL model was 4.28 and it was said very valid. The conceptual framework of the developed model and the validity result would be further elaborated in this article.

The Effectiveness of E-Learning Usage in Classroom Teaching to Promote Critical Thinking Ability

“…An important finding of this study is that the use of e-learning platforms in teaching can promote critical thinking skills, and should be used massively in the learning process. These results are an extension of previous study findings that the use of multi popular learning modes [23,24,25,26] can be combined with e-learning platforms so that learning is more effective in achieving broader learning goals. However, institutional or university support is needed in preparing the infrastructure, access, and teaching resources who are skilled in their use.…”

The Effectiveness of Inquiry Learning Models Intervened by Reflective Processes to Promote Critical Thinking Ability in Terms of Cognitive Style

“…Furthermore, reflective learning requires learners to carry out a systematic self-evaluation cycle through open discussion or written analysis during the learning process facilitated by the instructor [37]. The forms of reflective process intervention in inquiry teaching that support the critical thinking of preservice teachers are monitoring-process, control-process, evaluation of performance, and sustainable reflection [22,29].…”

“…Learning to improve the critical thinking ability, especially in science learning has been widely carried out including through inquiry activities [22,23,24]. According to Skamp [25], an effective science learning strategy is to give students the opportunity to conduct independent investigations by linking learning to everyday life and the environment.…”

“…However, the implementation of inquiry in the field often ignores the core of the critical thinking process, namely the reflective process. The tendency of the implementation of the inquiry model so far still emphasizes learning to find and test concepts or facts in a simple way, whereas the core of the learning process is how learners can regulate thinking not only theoretically but also practically to be used in more complex contexts [22]. Regulation of thought when the learning process is part of the reflective process that can support the success of learning according to the expected goals [29].…”

Exploring curiosity and critical thinking skills for prospective biology teacher

“…Critical thinking skills are very important to be integrated into learning because they are related to everyday life that can affect a person's learning and career success [10], [11]. Critical thinking is a basis and an important part of learning that can hone analytical and reasoning skills in innovation [12], [13] as well as determinants in student performance success.…”