Problem-based learning supported by arguments scaffolding that affect critical thinking teacher candidates

Budi Cahyono,Kartono Kartono,Budi Waluya,Rina Dwi Setyawati,Mulyono Mulyono

doi:10.18844/cjes.v16i6.6480

Budi Cahyono, Kartono Kartono + Show 3 more

Open Access

https://doi.org/10.18844/cjes.v16i6.6480

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Abstract

This study aims to determine the effect of the PBL model with argumentation scaffolding on changes in the critical thinking of teacher candidates’ teachers in terms of personality type and gender. This research is quasi-experimental research with one group pretest-posttest design. 28 prospective teachers who take the algebraic structure course are the samples of this study. Critical thinking skills scores were analysed descriptively and statistically with normality test and paired t-test. The results showed that the application of PBL with argumentation scaffolding was effective in increasing the critical thinking of prospective teachers from the criteria of "less critical" to "critical enough" and the n-gain results were categorized as moderate when viewed from the aspect of personality type. and gender. The existence of differences in critical thinking that is influenced by gender and personality type is a research finding that must be considered to determine the learning model.   Keywords: Problem-based learning, gender, critical thinking, personality type

Highlights

In the industrial era 4.0, a country needs to move quickly to adapt and solve problems with new alternatives to anticipate technological developments
The results showed that the application of problem-based learning model (PBL) with argumentation scaffolding was effective in increasing the critical thinking of prospective teachers from the criteria of "less critical" to "critical enough" and the n-gain results were categorized as moderate when viewed from the aspect of personality type. and gender
The PBL (Problem-based learning) model with scaffolding is effective in improving the critical thinking skills of teacher candidates because the assistance provided is in accordance with the academic level of each student and the application of the PBL model with scaffolding, in this case, trains students to argue and is an effective means to train critical thinking

Summary

Introduction

In the industrial era 4.0, a country needs to move quickly to adapt and solve problems with new alternatives to anticipate technological developments. The human resources of a country will have high competitiveness if they have good abilities in problem-solving and logical thinking (critically and creatively). This can be seen from the results of several studies which state that the ability to think critically will determine a person’s endurance/competitiveness to be the highest in achieving success in learning, working, and living in the industrial era 4.0 (Bermingham, 2015; Kivunja, 2015; Wahyudi et al, 2019; Zare & Othman, 2015). This priority can be seen in the learning objectives that exist in the Indonesian national curriculum, critical thinking skills are one of the standards for student learning mastery (Saputri et al, 2019; Wahyudi et al, 2019)

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