Online-based Learning to Train Students Critical Thinking in Physics Teacher Training Programs

Abstract

The research objective is to describe the effectiveness of online-based learning to train students’ critical thinking in physics teacher training programs. The elements of critical thinking are: analyzing, evaluating, implementing, generating ideas, and expressing ideas. This type of research is quasi-experimental with a time-series design. Effectiveness is seen from the ability to train the elements of critical thinking and student responses. Manipulation variable is online-based physics learning and the dependent variable is an element of critical thinking. The research subjects were 40 students of the Physics teacher training program at Universitas Negeri Surabaya. The elements of critical thinking and student responses are assessed using a Likert scale. Descriptive statistics are used to analyze data. Learning is effective if the average value of critical thinking elements ≥ 3.1 (scale 0-5) for each module is discussed with a fixed or upward trend. Student responses are effective if the percentage is ≥ 61%. The results obtained: 1) the average score of critical thinking elements ≥ 3.1 2) The percentage of student responses ≥ 61%. These results indicate that online-based learning can effectively train students’ critical thinking in the Physics Teacher Training Program and get a positive response.