Critical Thinking Disposition of Prospective Science Teachers at IKIP Mataram, Indonesia

Fitriani, Herdiyana; Asy’ari, Muhammad; Zubaidah, Siti; Mahanal, Susriyati

doi:10.1088/1742-6596/1108/1/012091

Cited by 33 publications

(33 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some previous researchers (such as Fine & Desmond, 2015;Fitriani et al, 2018;Muliadi et al, 2019;Prayogi et al, 2018b), recommended inquiry activities as the foundation of teaching to promote the needs of the 21 st -century learning skills including critical thinking ability. Activities in the inquiry process that support critical thinking are hypothesizing and testing hypotheses, exploration, analysis, inference, and generalization.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Conflict-Cognitive Strategy in Inquiry Learning towards Pre-Service Teachers’ Critical Thinking Ability

Verawati

Prayogi²,

Gummah³

et al. 2019

JPII

View full text Add to dashboard Cite

The trend of today's learning goals for educational institutions is to produce pre-service teachers who think critically. Critical thinking is a higher-order thinking domain that can be taught through appropriate learning strategies. This study intended to describe the influences of the conflict-cognitive strategy in the inquiry-based learning model towards pre-service teachers' critical thinking ability. This is pre-experimental research with one group pretest-posttest design. The sample included 18 pre-service physics teachers at Mataram State Islamic University (UIN Mataram). The pre-service-teachers' critical thinking ability was assessed using a critical thinking skill test instrument adapted from the Ennis-Weir Critical Thinking Essay Test. Indicators of critical thinking ability consisted of the ability to analyze, inference, evaluate, and make a decision. The data on critical thinking ability were analyzed descriptively and statistically, where homogeneity, normality, and t-test were performed. Descriptive analysis results indicated that the average score of critical thinking ability in the pretest was-1 in the "less critical" criteria and increased at posttest to 9,89 in the "quite critical" criteria after learning using the conflict-cognitive strategy in the inquiry-based learning model. Statistically, the analysis results revealed that the implementation of the conflict-cognitive strategy in the inquiry-based learning model had a significant effect on pre-service teachers' critical thinking ability. Therefore, the conflict-cognitive strategy in the inquiry-based learning model can be a reference and alternative learning strategy that can be implemented for specific purposes to improve pre-service teachers' critical thinking ability.

show abstract

Section: Introductionmentioning

confidence: 99%

The Effect of Conflict-Cognitive Strategy in Inquiry Learning towards Pre-Service Teachers’ Critical Thinking Ability

Verawati

Prayogi²,

Gummah³

et al. 2019

JPII

View full text Add to dashboard Cite

show abstract

“…Keterampilan berpikir kritis diartikan sebagai kemampuan untuk berpikir secara logis, reflektif, dan produktif untuk mengkonseptualkan informasi yang diperoleh serta menilainya untuk membuat keputusan yang tepat (Hadi, et. al., 2018;Fitriani, et. al., 2018).…”

Section: Metodeunclassified

Implementasi Worksheet Inkuiri Terintegrasi Kearifan Lokal Untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa

Hunaepi

Firdaus

Samsuri

et al. 2020

B : JIB

View full text Add to dashboard Cite

The purpose of this study was to assess the effectiveness of integrated local wisdom sheets for local wisdom on students' critical thinking skills. This type of pre-experimental research with the design of one groups pre-test post-test design. Samples were 18 students taken with saturated sampling technique. The instrument used was the Critical Thinking Skills Test (TKBK) with indicators: 1) interpretation; 2) analysis; 3) conclusions; 4) evaluations; 5) explanations; and 6) self-regulation. Data were analyzed descriptively and in paired sample test statistics. The results showed that the integrated inquiry wisdom local worksheet was declared effective based on the results of the N-Gain analysis with an average value of 0.65 (moderate). Indicators of interpretation and evaluation reached a percentage of 81 with a category (very high). Skills indicators explain 80 in categories (high), analysis indicators and skills conclude 60 categories (low), and the lowest percentage in self-regulation indicators reaches 37 in categories (very low). Weak skills in analyzing and making conclusions, because student self-regulation skills are low. This condition demands the need to improve self-regulation by developing cognitive monitoring through an emphasis on learning that can practice scientific curiosity skills.

show abstract

“…The ability to think is a cognitive process or a mental action to acquire knowledge that can be developed and can be taught (Khairiyah & Faizah, 2019). So that critical thinking skills are important to be trained in the learning process, because critical thinking is an important intellectual capital for everyone and is a fundamental part of human maturity, so it is important to be taught at all levels of education (Fitriani et al, 2018). Several studies have shown that critical thinking skills have a significant impact on learning, academic ability, and achievement.…”

Section: Introductionmentioning

confidence: 99%

The critical thinking skills on animal tissue learning: Inquiry based student activity sheets development

Andayani

Raharjo

Budijastuti

2021

BIO

View full text Add to dashboard Cite

Students' critical thinking skills in Indonesia are still categorized as low, so it is necessary to facilitate learning tools that support critical thinking activities. One of the learning tools is the inquiry-based Student Activity Sheet (LKS) which can train students' critical thinking skills. The purpose of this study was to develop inquiry-based worksheets on animal tissue learning material for class XI SMA Negeri 3 Mojokerto. The model used in this research is the 4-D model, namely define, design, develop and disseminate. The research subjects were 12 students of class XI MIPA 1 as many as 12 students of SMA Negeri 3 Mojokerto. The results of the percentage agreement validation of the LKS were 96% categorized as reliable. The effectiveness of the student worksheet is based on a gain score of 0.89 with high criteria so that the device is said to be effective. Student responses to the developed worksheets obtained results of 99.08% with a very good response. Thus, inquiry-based student worksheets on animal tissue learning material can train students' critical thinking skills.Keywords: Student activity sheet, inquiry model, critical thinking skills, animal tissue

show abstract

Critical Thinking Disposition of Prospective Science Teachers at IKIP Mataram, Indonesia

Cited by 33 publications

References 12 publications

The Effect of Conflict-Cognitive Strategy in Inquiry Learning towards Pre-Service Teachers’ Critical Thinking Ability

The Effect of Conflict-Cognitive Strategy in Inquiry Learning towards Pre-Service Teachers’ Critical Thinking Ability

Implementasi Worksheet Inkuiri Terintegrasi Kearifan Lokal Untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa

The critical thinking skills on animal tissue learning: Inquiry based student activity sheets development

Contact Info

Product

Resources

About