QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

Wulandari Saputri,Herawati Susilo,Hadi Suwono,Aloysius D Corebima

doi:10.12973/eu-jer.9.2.853

Abstract

<p style="text-align:justify">Research on critical thinking skills has been frequently carried out, but it has not shown maximum results. This problem is exacerbated by the differences in pre-service teachers’ academic abilities. A new learning model that can improve pre-service teachers’ critical thinking skills and reduce the gap in critical thinking skills among the upper, middle, and lower academic ability pre-service teachers is needed. This research aims at exploring the potential of the QASEE learning model on the critical thinking skills of different academic ability. This quasi-experimental research involved 107 pre-service teachers of Universitas Islam Negeri Raden Fatah, Indonesia. The research classes were divided into three classes, namely the QASEE class (experimental class), the RQA class (positive control class), and the conventional class (negative control class). Each class was further divided into upper, middle, and lower academic categories. The data were collected using an essay test supported by a critical thinking skill rubric. The data were analyzed by using ANCOVA and followed by LSD test. The research results show that the QASEE (Questioning, Answering, Sharing, Extending, and Evaluating) learning model can improve and equalize the critical thinking skills of pre-service teachers with various academic levels. Thus, the QASEE learning model can be used as a new reference to improve pre-service teachers’ critical thinking skills, especially the lower academic ability.</p>

Highlights

As already known, each level of education in many countries equip their students/graduates with the various skills needed to live in the 21 century
This means that there is a difference in the critical thinking skills of pre-service teachers after they are taught by using QASEE learning model, RQA learning model, and conventional learning
The corrected mean score of the critical thinking skills of pre-service teachers who learned by using the QASEE learning model is 12.80% higher than that of the preservice teachers who learned by using RQA learning model, and 36.93% higher than that of the pre-service teachers who learned by using conventional learning

Summary

Introduction

Each level of education in many countries equip their students/graduates with the various skills needed to live in the 21 century. Critical thinking is associated with decision-making efforts related to a matter by reflecting rational and logical thinking (Ennis, 1993). Critical thinking skills are broken down into: interpretation, explanation, analysis, inference, evaluation, and self-regulation activities (Facione, 2011). Critical thinking, is associated with cognitive thinking skills (such as logical thinking, problem solving, etc.), intellectual autonomy (as having ideas, having good reasons to support the ideas, etc.), and the omnipresence of positive and negative aspects (such as considering certain aspects in the decision making process) (Chen, 2017). It can be concluded that critical thinking is a thinking skill that involves cognitive activities by considering logical and objective aspects in order to obtain a reliable conclusion

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Discussion

Conclusion