Abstract
Developing critical thinking in teaching-learning activity is a major issue for educational institutions, and giving appropriate learning model intervention certainly provides an assurance to successfully develop competitive graduates for Industrial Revolution 4.0 challenges. This research aims to validate the development of Critical Thinking Cycle (CTC) model as an intervention. It employs educational development research through validation study design by examining two criteria, content validity (relevance) and constructs validity (consistency). The validation involved five experts through Focus Group Discussion (FGD). The results show that CTC model was valid and reliable (proved by 75% of experts' agreement) which means that CTC model is possibly implemented to promote critical thinking disposition and critical thinking skills from pre-service teachers. Yet, for future study, there is a need to conduct other research to determine the effectiveness and practicality of the model to increase critical thinking disposition and critical thinking skills. Keywords: content validity (relevance), construct validity (consistency), Critical Thinking Cycle Learning Model.
Highlights
IntroductionThese rapid changes force individuals to make appropriate preparations and one of them is critical thinking skill
This research aims to design a Critical Thinking Cycle (CTC) model and validate the CTC model development referring to criteria of relevance and consistency in formatting the learning model
The CTC model is designed to facilitate students' need to seek the truth, increase their courage and desire for a better knowledge, ask critical questions, as well as seek reasons and evidence for the issue discussed even though the findings are different from their assumptions. This supports the results found by Anshori, Ibrohim, & Widodo (2018) who mention that truth-seeking affects the development of students' critical thinking dispositions
Summary
These rapid changes force individuals to make appropriate preparations and one of them is critical thinking skill. More optimal and effective actions should be carried out by all education institutions to prepare graduates skilled in critical thinking (Alotaibi, 2013) (Ulger, 2018) (Ali & Awan, 2021). Considering these demands, teachers put at crucial role because they need to own ability to develop students' critical thinking. Every pre-service teacher should be armed by ability to develop critical thinking skill for their students, including pre-service science teachers
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