Abstract
The purpose of this study was to examine the effect of the reflection rubric on frequency and content of critical thinking in CSCA. The researcher carried out research during 4 weeks, on 60 students taking the course of `educational methods and educational technology` in K collage. As the result of this study, The reflection rubric frequency could not be significant difference in critical thinking, but could be significant difference in critical thinking content and collaboration argumentation. The reflection rubric could prevent learner form giving one side reasoning, considered both side opinion and grounds. Also the reflection rubric could trigger learner to construct collaborative knowledge building more strongly. This study showed that the reflection rubric have significant impacts on the argumentation collaboration learning in CSCA.
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