Critical-Inquiry-Based-Learning: Model of Learning to Promote Critical Thinking Ability of Pre-service Teachers

The Effect of Conflict-Cognitive Strategy in Inquiry Learning towards Pre-Service Teachers’ Critical Thinking Ability

“…Since 2013, Indonesia has established critical thinking as a learning goal through the implementation of the 2013 Curriculum. This is in line with the arguments of Prayogi et al (2018a) that critical thinking must be the focus of learning development in Indonesia since it has the potential to make learners master their life skills, creations, and innovations to solve progressively complex issues in the 21 st century. Considering the importance of critical thinking ability, some student assessment programs at the international level include them as one of the assessment domains, for example, the Program for International Student Assessment (PISA) established by the Organization for Economic Co-operation and Development (OECD).…”

“…In the 21 st century, learners have been faced significant changes in all aspects of life, digital literacies, technological advances, multicultural societies, human mobility, global com-munication, social networking, innovations, creativity, and inclusiveness (Saleh, 2019), and the role of education is to help learners deal with these changes by using their critical thinking (Chalkiadaki, 2018). Critical thinking has become a trend, the main focus of learning, the curriculum authorities in several developed countries which put critical thinking ability in their curriculum as learning goals (Prayogi et al, 2018a), and educational standards such as in United States, Canada, Europe, Australia, and New Zealand (Howard, 2018). Since 2013, Indonesia has established critical thinking as a learning goal through the implementation of the 2013 Curriculum.…”

“…This result is undoubtedly a problem of education and learning in Indonesia, and teachers as a determinant factor often become the target of these problems. On the other side, the teachers believe that critical thinking ability is essential to be trained, but the teacher does not know how to teach it (Prayogi et al, 2018a). Improvements in this sector are needed and can be made as early as possible to preservice teachers, where teaching interventions for critical thinking are trained since in college so that when they become a teacher, they can train them to the students (Warburton, 2008).…”

“…Teaching science today relies on optimizing physics learning in the classroom. Physics is one branch of science that seeks to describe how nature works and involves the study of universal law and behavior as well as the relationships between various natural phenomena (Argaw et al, 2016), which requires critical thinking (Prayogi et al, 2018a). Improving the pre-service teachers' critical thinking ability, especially pre-service physics teachers, is a crucial expected learning outcome.…”

Learning outcome of mathematics and science: Features of Indonesian madrasah students

“…Rao and Hossain (2011) also state that the views of the teachers or managers are dichotomous, and they distinguish Islamic subjects from between general science. (2) The improvement of MTs student mathematics and science learning outcomes can be achieved through the use of media, teaching materials, good quality (valid, practical, and effective) and innovative teaching and learning including: innovative learning models based on inquiry to improve learning outcomes, process performance and also high-level skills (Astutik & Prahani, 2018;Jatmiko et al, 2016;Pandiangan et al, 2017;Prayogi, Yuanita, & Wasis, 2018;Siswanto et al, 2018;Suyidno et al, 2018;Yunus, Sanjaya, & Jatmiko, 2013;Zulkarnaen, Supardi, & Jatmiko, 2017).…”