The Effectiveness of Online Critical Thinking Cycle Learning Model on Pre-service Science Teachers’ Critical Thinking Skills

Abstract

The development of critical thinking through educational interventions is still needed to prepare competitive graduates. Pre-service teachers play an essential role in developing critical thinking as the primary goal of learning. This study aims to determine the effectiveness of the Critical Thinking Cycle (CTC) model to improve pre-service science teachers' critical thinking skills. This study is preexperiment research with a one-group pre-test post-test design. During the Covid 19 pandemic, the learning processes were carried out online. The online CTC model was implemented with the Zoom Meeting platform and Google Classroom. The research subjects were 30 pre-service science teacher students at a university in Surabaya, Indonesia. The critical thinking skills test is used to measure critical thinking skills. The results showed that pre-service science teachers' critical thinking skills increased after the implementation of the online critical thinking cycle model with a normalized gain score (N-gain) of 0.719 in the high improvement category. Thus, the CTC model effectively improves pre-service science teachers' critical thinking skills.

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