Exploring the Prospective Teachers’ Critical Thinking and Critical Analysis Skills

Abstract

This study aimed to explore the prospective teachers' critical thinking and critical analysis skills based on gender. This is a descriptive quantitative study with survey methods. The research samples were 50 males and 50 females who take the anatomy and plant development courses selected using purposive random sampling. The data of prospective teachers' critical thinking and critical analysis skills were collected using the instrument developed that was validated by two experts and tested on 20 biology education students. The data of prospective teachers' critical thinking and critical analysis skills were analyzed descriptively and statistically using a software (IBM SPSS Statistic 23). The results of the study show that (1) the prospective teachers' critical thinking and critical analysis skills as underdeveloped; (2) critical thinking skills differ in the components of interpretation, explanation, and self-regulation; (3) critical analysis skills differ on the explanation and interpretations; and (4) there is a positive correlation between prospective teachers' critical thinking and critical analysis skills. Based on the result of the study, serious and planned handling can be done through important learning. The results of this study can be an initial reference and priority determination of lecturers in teaching prospective teachers' critical thinking and critical analysis skills based on gender.

Excretory system learning: What is the relationship between critical thinking skills and biology learning motivation?

“…Similarly, motivation covers responsibility, courage to take a risk, sincerity to complete assignments, and have realistic goals. A teacher must gradually retreat from a center of attention and encourage students to be more responsible for their own learning that is reflected in the learning activities (Fitriani, Asy'ari, Zubaidah, & Mahanal, 2019;Styers, Van Zandt, & Hayden, 2018).…”

“…Biology learning should focus and give emphasize on students (Ristanto, Djamahar, et al, 2020). Biology learning achievement is the main modality for students to think critically (Fitriani, Asy'ari, Zubaidah, & Mahanal, 2019;Styers, Van Zandt, & Hayden, 2018). One way to develop the skill is through quality biology learning process (Bahtiar & Dukomalamo, 2019;Hidayati, Pangestuti, & Prayitno, 2018).…”

Enhancing Students' Biology-Critical Thinking Skill through CIRC-Based Scientific Approach (Cirsa)

“…The research focuses on critical thinking skill empowerment. Various studies that empower critical thinking skills in Biology learning include [12,[16][17][18][19]. It is proof that critical thinking skills are empowered through Biology learning.…”

The Effectiveness of Using the Islamic Integration Module on the Critical Thinking Ability of Madrasah Ibtidaiyah Students

“…In line with this opinion, Arends (2012) states that the ability to think always develops and can be taught. One of the ability to think claimed as an essential ability of the 21st century is the ability to think critically (Prayogi et al, 2018) which was allegedly a priority of research and learning in various disciplines (Fitriani et al, 2019). Therefore, it is important to be trained through learning so that students have the stock in deciding ideas in the life to come.…”

“…The objective of this study was to assess the effectiveness of the use of integrated thematic modules of Islamic values and science on students' critical thinking abilities in MI Salafiyah Curse Blora. It consists of five indicators namely (1) formulating the problem (Ennis, 2011), (2) planning a problem-solving strategy (Ennis, 2011), (3) make decisions (Prayogi et al, 2017;Fitriani et al, 2019), (4) analyze the problem (Prayogi et al, 2018;Wahyudi et al, 2019;Paul & Elder, 2019), and (5) evaluating decisions (Vargas-Alfonso, 2015; Paul & Elder, 2019).…”