Development of Inquiry-Creative-Process Learning Model to Promote Critical Thinking Ability of Physics Prospective Teachers

Abstract

Critical thinking (CT) is one of the skills of the 21st century and becoming one of the goals in the development of science learning. Teaching CT to the prospective teachers have garnered attention for a while, and the role of future teachers seems more crucial than ever for educational systems in terms of improving CT. This study aims to develop Inquiry-Creative-Process (ICP) learning model to promote CT ability of physics prospective teachers (PPT). This study was a development research that produce a product of learning models that meet the criteria of validity, practicality, and effectiveness. The ICP learning model was validated through the focus group discussion mechanism (for validity aspect), the implementation of the ICP learning model in the classroom was observed by a number of observers (for practicality aspect). The assessment of CT ability was done after the learning process using the ICP learning model (for effectiveness aspects) and then analysed. The findings of this research showed the ICP learning model that developed has been declared valid, practice, and effective to promote critical thinking ability of physics prospective teachers. The results of this study could be empirical evidence that the ICP learning model could promote CT ability of physics prospective teachers.