A Survey Analysis of Pre-service Chemistry Teachers' Critical Thinking Skills

Irwanto Irwanto Irwanto Irwanto,A.k Prodjosantoso A.K Prodjosantoso,Eli Rohaeti Eli Rohaeti

doi:10.52634/mier/2018/v8/i1/1423

Irwanto Irwanto Irwanto Irwanto, A.k Prodjosantoso A.K Prodjosantoso + Show 1 more

Open Access

https://doi.org/10.52634/mier/2018/v8/i1/1423

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Abstract

This study aimed at analyzing the level of students' critical thinking skills as well as investigating the correlation between students' critical thinking skills and their grade level. A survey involving 220 pre-service chemistry teachers of Yogyakarta State University, Indonesia was conducted. The sample was taken using the convenience sampling technique. The data were collected using a Critical Thinking Rubric (OHRCT) developed by Oliver-Hoyo (2003). The result of this study shows that (i) the average score of students' critical thinking skills was still considered low (13.95±2.151), (ii) abstract and written presentation appeared as the components that obtained the highest and the lowest score respectively, (iii) significant difference was found between the score of students' critical thinking skills based on grade level in favour of junior students (p=0.000), and (iv) a moderate positive and linear correlation existed between the students' critical thinking skills and grade level (r=0.442, p=0.000). The findings indicate that the improvement in students' critical thinking skills has certain influences on the improvement of students' cognition and learning experience after attending courses in chemistry. Based on the result, several recommendations have been proposed to improve university students' critical thinking skills.

Highlights

Critical thinking skill or CTS appears to be the most relevant skill that determines the success of science learning (Espinosa, Monterola, & Punzalan, 2013)
Most students are included in the low up to moderate CTS level
Various attempts to improve the condition were made such as applying various methods, strategies and student-active learning activities including inquiry, experiment, problem-based learning, and mini project laboratory

Summary

Introduction

Critical thinking skill or CTS appears to be the most relevant skill that determines the success of science learning (Espinosa, Monterola, & Punzalan, 2013). CTS is an important skill that one needs in getting prepared for employment (Sada, Mohd, Adnan, & Yusri, 2016). Ennis (1996) defines critical thinking skill as a reflective-logical thought that focuses on the logic, reflection and the process of decision making. Dwyer, Hogan, and Stewart (2014) describes critical thinking skill as a metacognitive process consisting of sub skills such as analyzing, evaluating, and inferring. Critical thinking skill involves a number of logical reasoning activities including analyzing, synthesizing, deducting, reducing, and inferring (Cheng & Wan, 2017)

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