Analysis of prospective chemistry teachers’ science process skills and critical thinking skills in terms of self-regulated learning

Abstract

This study aims to determine: (1) the profile of science process skills and critical thinking skills of prospective chemistry teachers in terms of self-regulated learning, (2) a description of science process skills and critical thinking skills of the first and second-year of prospective chemistry teachers, and (3) the relationship between science process skills and critical thinking skills of prospective chemistry teachers. The design of this research is survey research. The research subjects were the first and second-year of prospective chemistry teachers at a State University in Indonesia. The instruments used were: (1) science process skills test (reliability, r = 0.692), (2) critical thinking skills test (r = 0.678), and (3) self-regulated learning questionnaire (r = 0.705). Data on science process skills and critical thinking skills of prospective chemistry teachers were analyzed descriptively and inferential statistics. The results showed that: (1) most of the students had science process skills in the high category, while their critical thinking skills were in the moderate category, (2) most students with high self-regulated learning had high science process skills, but students with high critical thinking had low self-regulated learning, (3) there is no difference in science process skills and critical thinking skills between the first and second-year students, (4) there is a relationship between students’ science process skills and critical thinking skills (correlation r = 0.522 ).