2019
DOI: 10.3926/jotse.555
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Abstract: Pre-service chemistry teachers should have the 21st century competence such as critical thinking skill. Unfortunately, the critical thinking skill dan self-efficacy level of Indonesian pre-service chemistry teachers is still low. Problem Based Learning (PBL) model and Inquiry model have been implemented widely to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers; however, weaknesses were found such as the need to improve self-efficacy and investigation process based on sc… Show more

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Cited by 34 publications
(23 citation statements)
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“…Utilizing the stimulant as a resource can help students develop their CT (Stephenson & Sadler-McKnight, 2016). CT has a primary role in students' success at the college level and working environment (Rusmansyah, Yuanita, Ibrahim, Isnawati & Prahani, 2019). By utilizing the test, we could discover the testees' responses to CT assessment.…”
Section: Discussionmentioning
confidence: 99%
“…Utilizing the stimulant as a resource can help students develop their CT (Stephenson & Sadler-McKnight, 2016). CT has a primary role in students' success at the college level and working environment (Rusmansyah, Yuanita, Ibrahim, Isnawati & Prahani, 2019). By utilizing the test, we could discover the testees' responses to CT assessment.…”
Section: Discussionmentioning
confidence: 99%
“…Based on the findings, it is suggested that PBL should be used more frequently in science learning in higher education to further enhance self-efficacy and critical thinking of pre-service teachers. In the Indonesian context, Rusmansyah et al (2019) also suggested that PBL effectively promoted students' critical thinking skills and self-efficacy in higher education. Therefore, we believe our work contributes to preparing students as a science teacher at the primary level in the near future.…”
Section: Conclusion and Limitationsmentioning
confidence: 99%
“…The inclusion of the inquiry as an object of active learning is strongly recommended in many of the current strategies for the teaching of science, since it gives students the opportunity to participate in a real investigation, and, so practice the procedural skills of science, in addition to developing critical thinking and the ability to solve problems (Martínez-Chico, Jiménez-Liso & López-Gay, 2014; Pimvichai, Yuenyong & Buaraphan, 2019;Rosa, 2019;Rusmansyah, Yuanita, Ibrahim, Isnawati & Prahani, 2019). Bevins and Price (2016) suggest that inquiry is the best method for teaching science; promoting research skills in students and helping them internalise new knowledge in the search for answers to scientific questions.…”
Section: Inquiry-based Learningmentioning
confidence: 99%