Implementation of Soft Skill-Based Metacognitive Approach in Improving the Critical Thinking Skills of Pre-Service Teachers

Abstract

Even though critical thinking abilities are emphasized as being essential for Pre-Service Teachers (PSTs), it has been discovered through studies that PSTs' critical thinking abilities fall short of expectations. Soft Skills-Based Metacognitive Approach is a learning approach which utilizes learning capability particularly in critical thinking skills. This study aims to determine the Implementation of Soft Skills-Based Metacognitive Approach in Improving the Critical Thinking Skills of Pre-Service Teachers based on the three categories; Analysis, Evaluation and Self-Regulation through pretest and posttest score. Pre-experimental research design was we used in this research to know the difference between the pretest and posttest scores of the respondents since this method includes observing a participant or a group after an approach has been administered to see if the intervention has the potential to impact improvement. The respondents include twenty-one (21) first-year students, taking Bachelor of Secondary Education Major in Mathematics in one of the universities in Laguna. Set of word problems were used in this study to test the students before and after the performance. The data results showed that there is a significant difference between the pretest and posttest score of students' performances in analysis, evaluation and self-regulation. The study found that using a soft skills-based metacognitive approach is effective in improving students' critical thinking skills. Thus, mathematics teachers are encouraged to incorporate the said approach into their learning set up . The researchers recommend that future researchers use a larger sample size to validate the study's findings.

Critical Thinking Skills in Research Process, a Literature Review. An Input to Propose a New Measurement Instrument to Gauge Critical Thinking

“…It helps researchers make data-driven decisions and draw conclusions based on empirical evidence. (Ghaani & Pauline Roslin, 2021), (Al-Rahbi et al, 2022), (Songsil et al, 2019), (Poštić et al, 2023, (Yulian, 2021), (Lee et al, 2019), (Wong et al, 2022).…”

“…Researchers with solid evidence evaluation skills are more likely to detect flawed studies or misleading data, which can lead to more reliable conclusions. (Ghaani & Pauline Roslin, 2021), (Al-Rahbi et al, 2022), (Songsil et al, 2019), (Poštić et al, 2023, (Yulian, 2021), (Lee et al, 2019), (Wong et al, 2022).…”

“…It encompasses these subskills: self-examination, self-correction, self-control, and selfmotivation. (Ghaani & Pauline Roslin, 2021), (Al-Rahbi et al, 2022b), (Poštić et al, 2023, (Wong et al, 2022).…”