Abstract
Teaching critical thinking (CT) to the prospective teacher has garnered attention for a while, and the teaching conduction to trained it is important to develop. This study aims to find out the effect of teaching implementation of scientific creativity in inquiry learning to promote the CT ability of prospective teachers. Scientific creativity in inquiry learning is apellation as the inquiry creative process (ICP) learning model. This study is a experimental research conducting with the randomized pretest-posttest control group design. Samples were chosen to be treated as experimental and control group. Two sample groups were prospective teacher of physic (PTP) in the faculty of teacher training and education (FKIP), Mataram University, Indonesia. The data of CT ability collected by instrument refer to Ennis-Weir Critical Thinking Essay Test. The data analysis descriptively and statistically were done to process the data of research result. Generally, the results shown that ICP learning model had a significant effect on the improvement of CT ability of prospective teacher of physic. The description of the research findings are described in this article.
Highlights
One of the essential skills that the learners must have in the 21st century is critical thinking (CT) skill [1]
In Indonesia, CT has become a very important part of the competence to be achieved at the higher education level, as set forth in the Regulation of the Minister of Research, Technology and Higher Education of the Republic of Indonesia
The aim of this study was to find out the effect of scientific creativity in inquiry learning to promote critical thinking ability of prospective teachers
Summary
One of the essential skills that the learners must have in the 21st century is critical thinking (CT) skill [1]. CT has become a major focus and competency in learning at all levels of their education [2]. Global Citizenship Education (GCE) recommends that universities should seek to facilitate students to analyze issues critically, identify creative and innovative solutions. A function of higher education is to teach students to think. University accreditation boards in some advanced countries, for example, the National Association of Industrial Technology (NAIT), the Accreditation Board of Engineering and Technology (ABET), and the International Technology Education Association (ITEA) recognize competencies such as CT, problem solving, communication, and teamwork in their accreditation criteria [3]
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