Online Critical Thinking Cycle Model to Improve Pre-service Science Teacher’s Critical Thinking Dispositions and Skills
DOI:
https://doi.org/10.47750/pegegog.13.02.21Keywords:
Critical Thinking Dispositions, critical thinking skills, Online critical thinking cycle modelAbstract
This study aimed to determine the effectiveness of the online critical thinking cycle learning model to improve pre-service science teachers’ critical thinking disposition and critical thinking skills. This study used pre-experimental research with one group pretest-posttest design. The online critical thinking cycle learning model was implemented in two classes without a control group. A total of 58 pre-service science teachers from two different universities participated in this study. Each pre-service teacher’s critical thinking dispositions and skills were measured using the critical thinking disposition inventory and critical thinking skills test. The results showed that the pre-service science teachers’ critical thinking disposition and critical thinking skills increased after the implementation of the online critical thinking cycle learning model with a g score of 0.697 and 0.712, respectively. There was no significant difference in the pretest and post-test scores, and there was a consistent increase in g score between the two classes studied. Thus, the online critical thinking cycle learning model is effective and consistent to improve pre-service science teachers' critical thinking dispositions and skills.
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