Validity and Reliability of Science Critical Thinking Learning Model to Improve Critical Thinking Skills and Self-Efficacy of Chemistry Teachers Candidates

Abstract

The Science Critical Thinking (SCT) learning model is a science process skill-based chemistry learning that is used in chemistry learning to improve critical thinking skill and self-efficacy of chemistry teacher candidates. The purpose of this study is to analyse the validity and reliability of SCT Learning Model that has been developed to improve critical thinking skill and self-efficacy of chemistry teacher candidates. SCT learning model syntax covers: 1) problem orientation; 2) scientific activity; 3) presentation of scientific activity result; 4) critical thinking task completion; and 5) evaluation. The data validity and reliability of SCT Learning Model was obtained through Focus Group Discussion (FGD) activity. In order to analyse the validity and reliability of the SCT Learning Model, researchers used single-action interrater coefficient correlation (ICC) and Cronbach's coefficient alpha. The results showed that the SCT Learning Model has fulfilled the validity requirements (rα = .87) and reliability (α = .98), so the SCT Learning Model meets the validity and reliability requirements. The implications of this study are that the valid and reliable SCT Learning Models can be used theoretically to improve critical thinking skill and self-efficacy of chemistry teacher candidates. Further research can be conducted to test the practicality and effectiveness of the SCT Learning Model to improve critical thinking skill and self-efficacy of chemistry teacher candidates.