Conceptual Framework of Reflective-Inquiry Learning Model to Promote Critical Thinking Ability of Preservice Physics Teachers

This study aims to explore the effectiveness of inquiry learning models inter-vened by the reflective process to promote the critical thinking ability of preserv-ice teachers in terms of cognitive style. This study is a quasi-experimental re-search with one-group pretest posttest design. The research sample involved 24 preservice physics teachers who studied at the Physics Education Department - Mandalika University of Education (Undikma). Cognitive style measurement us-es the Group Embedded Figures Test (GEFT) to identify groups of preservice teachers into the field dependent (FD) or field independent (FI) cognitive style. Measurement of critical thinking ability using test instruments in the form of es-says consisting of 8 test items. Critical thinking ability score is analyzed descrip-tively and statistically, where the normality test and paired t-test was conducted. The results of the study show that as many as 13 preservice teachers are catego-rized into the FD cognitive style and 11 categorized into the FI cognitive style. The average pretest score of the two cognitive style groups (FD and FI) was 0.87 with the criteria of "less critically", and after the implementation of the inquiry learning model intervened by the reflective process, the average posttest score was 16.25 with the criteria of "critically," and n- a gain of 0.64 with the criteria of "moderate." These results indicate that the inquiry learning model intervened by the reflective process is effective to promote critical thinking ability of preservice teachers with FD and FI cognitive styles.

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Effectiveness of Inquiry-Creative-Process Learning Model to Promote Critical Thinking Ability of Prospective Physics Teachers

Journal of Physics Conference Series ◽

10.1088/1742-6596/1417/1/012071 ◽

2019 ◽

Vol 1417 ◽

pp. 012071

Author(s):

Wahyudi ◽

N N S P Verawati ◽

S Ayub ◽

S Prayogi

Keyword(s):

Critical Thinking ◽

Creative Process ◽

Learning Model ◽

Physics Teachers ◽

Critical Thinking Ability ◽

Process Learning ◽

Thinking Ability

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Impacts of inquiry learning model on students’ cognitive and critical thinking ability

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i3.5851 ◽

2021 ◽

Vol 16 (3) ◽

pp. 1290-1299

Author(s):

Gunawan Adnan ◽

Teuku Zulfikar ◽

Muhammad Siddiq Armia ◽

Syahbuddin Gade ◽

Warul Walidin

Keyword(s):

College Students ◽

Critical Thinking ◽

Educational Philosophy ◽

Inquiry Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Critical Thinking Ability ◽

Thinking Ability

This article describes the effects of inquiry learning model on college students’ cognitive and critical thinking skills. The research aims at understanding the extent inquiry learning model improves the college students’ cognitive and critical thinking skills in the lessons of educational philosophy and exploring students’ responses to the model. This is a pre-experimental research design, using the one group pretest-posttest design. The samples of the study were an intact class, the experimental group and no control group is needed. The data was analysed using independent test samples t-test and Normalized Gain test. The Research found that the inquiry model is effective in improving college students’ cognitive and critical thinking ability in an educational philosophy class. Overall, the N-Gain indicator of cognitive ability increased by an average of 0.66, and the N-Gain indicator of critical thinking skills increased by an average of 0.63. Keywords: Congnitive skill, Critical thinking, Inquiry learning, Educational Philosophy, College Student

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The Effect of The Mind Mapping Technique and Prior Knowledge in Guided Inquiry Learning Model on Critical Thinking Ability of Students

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018) ◽

10.2991/icamr-18.2019.85 ◽

2019 ◽

Author(s):

Taty Sulastri

Keyword(s):

Critical Thinking ◽

Prior Knowledge ◽

Inquiry Learning ◽

Learning Model ◽

Mapping Technique ◽

Guided Inquiry ◽

Mind Mapping ◽

Critical Thinking Ability ◽

Thinking Ability ◽

The Mind

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The Improvement of Critical Thinking Ability Students Through Inquiry Learning Model about Excretory System Class VIII in SMPN 11 Padang

Bioeducation Journal ◽

10.24036/bioedu.v2i2.106 ◽

2018 ◽

Vol 2 (2) ◽

pp. 189-196

Author(s):

MEZI YULIA ASTUTI ◽

Heffi Alberida ◽

Yosi Laila Rahmi

Keyword(s):

Critical Thinking ◽

Inquiry Learning ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Class Viii

Critical thinking is a purposeful and clear process used in mental activities such as problem solving, decision making, persuading, analyzing assumptions and conducting scientific research. The ability of thinking critically is effected by the competence of knowledge acquired by the students. Based on midterm exam, the result showed that 87,5% of students do not meet the minimum exhaustiveness criteria (KKM). One way that can be condusted to overcome it is applying inquiry learning model.the purpose of this research is to find out the effect of inquiry learning model towards studens’ critical thinking skills. The research is Quasi experiment research by using Randomized Control-Group Research Posttest Only Design. The population is VIII class student in SMPN 11 Padang. The sample is VIII.B students as an experiment class and VIII.C students as a control class, that are selected by purposive sampling technique. The instrument used is final test in form of essays to see the effect of inquiry laerning model of critical thinking ability of students. The hypothesis in this research is examinated by t-test, because the data is distributed normally and it has homogenen variation. Based on the research, the result showed that critical thinkingability t arithmetic > t table (4,23 > 1,67). Therefore, the hypothesis is accepted it can be concluded than applying inquiry learning model can give positive effecttowards students competence of critical thinking ability about excretion system in VIII class SMPN 11 Padang.

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Constructive controversy dan inkuiri terbimbing sesuai representasi tetrahedral pembelajaran kimia ditinjau dari kemampuan berpikir kritis

Jurnal Inovasi Pendidikan IPA ◽

10.21831/jipi.v5i1.20448 ◽

2019 ◽

Vol 5 (1) ◽

pp. 10-22

Author(s):

Siti Khoirun Annisak ◽

Nurma Yunita Indriyanti ◽

Bakti Mulyani

Keyword(s):

Critical Thinking ◽

Subject Matter ◽

Inquiry Learning ◽

Learning Model ◽

Guided Inquiry ◽

Critical Thinking Ability ◽

Constructive Controversy ◽

Model Based ◽

Chemistry Learning ◽

Thinking Ability

Materi kimia kelarutan dan hasil kali kelarutan (Ksp) merupakan salah satu materi yang sulit sehingga dibutuhkan kemampuan berpikir kritis. Inovasi pembelajaran untuk meningkatkan kemampuan berpikir kritis sangat penting. Penelitian ini bertujuan untuk mengetahui: (1) pengaruh penerapan model pembelajaran Constructive Controversy (CC) dan inkuiri terbimbing berdasarkan representasi tetrahedral kimia terhadap prestasi belajar siswa pada materi Ksp; (2) pengaruh kemampuan berpikir kritis siswa terhadap prestasi belajar siswa pada materi Ksp; (3) interaksi antara penerapan model pembelajaran CC dan inkuiri terbimbing berdasarkan representasi tetrahedral kimia dengan kemampuan berpikir kritis terhadap prestasi belajar siswa pada materi Ksp. Penelitian ini merupakan penelitian eksperimen semu dengan desain faktorial 2x2. Hasil penelitian menunjukkan bahwa: (1) tidak ada pengaruh penerapan model pembelajaran CC dan inkuiri terbimbing berdasarkan representasi tetrahedral kimia terhadap prestasi belajar aspek pengetahuan, sikap dan keterampilan pada materi Ksp; (2) ada pengaruh kemampuan berpikir kritis siswa terhadap prestasi belajar siswa aspek pengetahuan tetapi tidak ada pengaruh terhadap aspek sikap dan keterampilan pada materi Ksp; (3) tidak ada interaksi antara penerapan model pembelajaran CC dan inkuiri terbimbing berdasarkan representasi tetrahedral kimia dengan kemampuan berpikir kritis terhadap prestasi belajar aspek pengetahuan, sikap, dan keterampilan pada materi Ksp. Constructive controversy and guided inquiry corresponding to the tetrahedral representation chemistry learning viewed from critical thinking ability AbstractChemical subject of solubility and solubility product constant (Ksp) is one of the materials that is difficult so it needs critical thinking ability. Learning innovation to improve critical thinking skill is very important. This research aimed to determine: (1) the influence of implementing Constructive Controversy (CC) and guided inquiry learning model based on chemical tetrahedral representation towards students achievement on Ksp subject matter; (2) the influence of the student’s critical thinking ability towards students achievement on Ksp subject matter; and (3) the interaction between implementing CC and guided inquiry learning model based on chemical tetrahedral representation with critical thinking ability towards students achievement on Ksp subject matter. This research was quasi experiment research with factorial design of 2x2. The results show that: (1) there is no influence of implementing CC and guided inquiry learning model based on chemical tetrahedral representation towards students achievement of cognitive, affective, and phycomotor aspect on Ksp subject matter; (2) there is an influence of the student’s critical thinking ability towards student’s achievement of cognitive aspect while there is no influence of critical thinking ability toward student’s achievement of affective and phycomotor aspect on Ksp subject matter; (3) there is no interaction between implementing CC and guided inquirylearning model based on chemical tetrahedral representation with critical thinking ability towards students achievement of cognitive, affective, and phycomotor aspect on Ksp subject matter.

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