Innovative chemistry learning model: Improving the critical thinking skill and self-efficacy of pre-service chemistry teachers

• Autores: Rusmansyah Rusmansyah, Leny Yuanita, Muslimin Ibrahim, Isnawati Isnawati, Binar Kurnia Prahani
• Localización: JOTSE, ISSN-e 2013-6374, Vol. 9, Nº. 1, 2019 (Ejemplar dedicado a: International Conference on Creative and Innovative Technology Education 2018), págs. 59-76
• Idioma: inglés
• Enlaces
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• Resumen

  • 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 science process skill. Therefore, innovation was created to develop Scientific Critical Thinking (SCT) Learning Model based on strengths and weaknesses of PBL model and Inquiry model. This innovation was also supported by theories and empirical study. This study serves as preliminary study in the process of SCT learning model development to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers. This study covers need analysis, literature review, and field survey. Result shows that the innovation can stand as the basis of hypothetic SCT learning model development. SCT learning model syntax covers: student orientation, scientific activity, presentation of scientific activity result, critical thinking task completion; and evaluation. Hypothetic SCT learning model should be tested to fulfill the validity, practicality, and effectiveness aspects to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers.