Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Verawati, Ni Nyoman Sri Putu; Hikmawati, H.; Prayogi, Saiful; Bilad, Muhammad Roil

doi:10.15294/jpii.v10i4.31814

Cited by 19 publications

(26 citation statements)

References 51 publications

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“…CT is thus essential for academic studies (Abrami et al, 2008). CT characteristics that require a person to demonstrate skills such as interpretation, analysis, inference, explanation, self-regulation (Facione, 2020), evaluation, and decision making (Prayogi et al, 2019;Verawati et al, 2021;Wahyudi et al, 2019) were relevant to the 21st-century learning demands. Success in undergraduate education is strongly associated with competence in CT (Halpern, 2014).…”

Section: Introductionmentioning

confidence: 99%

Nurturing Prospective STEM Teachers' Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses

Bilad

Anwar²,

Hayati³

2022

IJECE

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Alignment of inquiry learning has embarked on remote inquiry as a replacement for face-to-face inquiry. On the other hand, the current technological developments bring opportunities to use it as a learning resource to support critical thinking. The current study explores the impact of virtual simulation-assisted remote inquiry in Fourier transform courses on prospective STEM teachers' (PST) critical thinking (CT) skills. The experimental design employed a randomized pretest-posttest control group was employed. Two groups of samples were randomized: the experimental group, n = 30, and the control group, n = 30. The treatment of learning was different in each group. The experimental group was conducted by virtual simulation-assisted remote inquiry, while the control group was conducted by online learning without inquiry and simulation. The measured CT skills aspects included analytical, inference, evaluation, and decision-making measured by an essay test instrument. The results were then analyzed descriptively and statistically. The results confirm that the virtual simulation-assisted remote inquiry significantly improved PST CT in Fourier transform courses. The virtual simulation-assisted remote inquiry learning was better than courses with online learning without inquiry and simulation. The virtual simulation-assisted remote inquiry provided conceptual formation and application of concepts. It strengthened the opportunities for the PSTs to train their CT skills.

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Section: Introductionmentioning

confidence: 99%

Nurturing Prospective STEM Teachers' Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses

Bilad

Anwar²,

Hayati³

2022

IJECE

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“…Model pembelajaran inkuiri terbimbing berbantuan simulasi PhET tidak hanya meningkatkan pengetahuan kognitif (Abdjul & Ntobuo, 2019;R. Saputra et al, 2020), tetapi juga berpikir kritis (Verawati et al, 2021) dan kreativitas peserta didik yang sangat penting untuk dikembangkan agar siswa dapat bersaing pada abad 21 (Aulia et al, 2019). Model dan media tersebut juga dapat mereduksi miskonsepsi (Kohar et al, 2017).…”

Section: Hasil Dan Pembahasanunclassified

Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan PhET (Physics Education Technology) Terhadap Hasil Belajar Fisika Siswa

Febniani

Taufik²,

Hikmawati³

et al. 2022

kpj

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This study aims to determine the effect of guided inquiry learning model assisted by PhET (Physics Education Technology) on high school students' physics learning outcomes. The type of research used is quasi-experimental with pretest-posttest control group design. The population of this study were all students of class X MIA at MA PLUS NURUL ISLAM Sekarbela Mataram. The sample of this study was class X MIA 1 and X MIA 2 which amounted to 40 students with a sampling technique using the saturated sample technique. The sample used in this study was class X MIA-1 as an experimental class which amounted to 20 students and class X MIA -2 as the control class with a total of 20 students. Before being given treatment, both samples were given an initial test to determine their initial ability. Based on the results of the homogeneity test of the initial test, both samples have the same initial ability. The results of the final test of student learning outcomes obtained the average value of the experimental class 69.25 with the highest score of 85 and the average value of the control class 55 with the highest score of 75. The research hypothesis was tested by polled variance t-test with a significance level of 5%, and the results obtained tcount = 4.18, while ttable = 2.02. Based on these results, it means that tcount is greater than ttable, so H0 is rejected. Thus, it can be concluded that the guided inquiry learning model assisted by PhET (Physics Education Technology) has an effect on high school students' physics learning outcomes.

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“…This is especially true for prospective science teachers (PSTs) (Prayogi et al, 2018), because a professional teacher has a role as an agent of change for a better education system in terms of developing students' CT skills (Ma & Luo, 2021). In higher education institutions that produce science-teacher candidates, lecturers must train CT skills for prospective teachers, and the process during education before becoming a teacher is the right time for intervention activities that can train their CT skills (Verawati et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…CT skills are very important for individuals, because it deals with their ways of solving problems effectively (Karantzas et al, 2013). CT skills cannot be trained arbitrarily; they must be honed with an appropriate pedagogical model intervention (Fitriani et al, 2022;Prayogi et al, 2018;Verawati et al, 2021;Wahyudi et al, 2019). CT can be practiced by presenting authentic problems in the surrounding environment and exploring them (Evendi et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…The empirical framework in the current study is supported for several reasons. First, inquiry learning is designed with the aim of optimizing the quality of students' thinking (Arends, 2012), and several empirical studies have shown that inquiry has the potential to train the CT skills of PSTs (Ernita et al, 2021;Prayogi et al, 2018;Verawati et al, 2019Verawati et al, , 2021. Second, the inquiry-creative process that is taught to PSTs has an impact on maintaining their CT skills (Wahyudi et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

Verawati

Harjono

Wahyudi

et al. 2022

IJLTER

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Cultural entities and local or national wisdom can serve to provide scientific knowledge to students, and the in-depth knowledge in the fields of science must be underpinned by critical thinking (CT). In a developing perspective, inquiry is the best way to train CT skills, and creativity becomes one of the supporting aspects. This study aimed to implement inquiry-creative learning integrated with ethnoscience to develop the CT skills of prospective science teachers (PSTs). The study applied the randomized pretest-posttest control design, involving two intervention groups, one with inquiry-creative learning integrated with ethnoscience (n = 29) and the other with traditional teaching (n = 26). The participants were PSTs at two universities in Indonesia. Each group was observed for their CT skills in line with CT indicators (CTi) and individual performance (CTs) using the pretest-posttest method and compared, and a valid essay test was applied to collect data. The CT skills data analysis was descriptive based on the average pretest-posttest and n-gain parameters. The effects of the two interventions on CT skills were analyzed using the t test (p < .05). After descriptive and statistical tests were carried out, the assessment of CT performance on participants in the two intervention groups showed different results. For the CTi and CTs, inquiry-creative learning integrated with ethnoscience had a better impact on training participants’ CT skills when compared to traditional instruction. The statistical analysis results showed a significant difference in the performance of CT skills in participants between the two groups being compared. The findings of this study emphasize that in relation to improving CT performance, teaching practice with inquiry-creative learning integrated with ethnoscience is most effective in improving the CT skills of PSTs. The advantages of the learning intervention are discussed and may contribute to the literature of future studies.

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Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Cited by 19 publications

References 51 publications

Nurturing Prospective STEM Teachers' Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses

Nurturing Prospective STEM Teachers' Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses

Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan PhET (Physics Education Technology) Terhadap Hasil Belajar Fisika Siswa

Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

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