Skills Of Prospective Teachers Research Articles

Implementation of the Problem Based Learning Model in Science Education: Trend and Opportunity of Research Using Systematic Literature Network Analysis

The purpose of this study is to describe research trend data related to the implementation of PBL in science education. Article metadata was collected from the SCOPUS database, and 131 relevant articles were selected in 2013-2022. Data were analyzed using the Systematic Literature Network Analysis (SLNA) method with the VOSViewer application. Variables of bibliometric analysis, such as the number of articles and citations each year, the journals and authors with the most publications, countries, and networks of authors' cooperation, were determined based on metadata and analyzed descriptively. This research shows that the number of PBL research articles in science education during the 2013-2022 period fluctuated and tended to increase. The top keywords with the highest link strength are science, teacher, and technology. Recent research focuses on modules/e-modules, scientific literacy, natural science, and physics as important keywords. Future research related to the use of PBL learning has the potential to be developed in physics material and focuses on developing 21st-century skills such as creative thinking, critical thinking, communication, and collaboration. In addition, further research can focus on developing the knowledge and skills of prospective teachers in implementing PBL models that are integrated with 21st-century skills.

THE DEVELOPMENT OF CRITICAL THINKING AMONG FUTURE EDUCATIONAL-PSYCHOLOGISTS IN THE ERA OF GLOBALIZATION

With globalization, changing international economic conditions, especially with the advent of the knowledge economy, and the importance of lifelong learning, the nature and functions of knowledge are gradually changing. This has created changing requirements for 21st century learners' skill sets, such as the ability to think critically and creatively, the ability to learn independently and collaboratively, the ability to learn formally and informally, as well as the ability to both compete and collaborate, etc. The 21st century is a century of very rapid and continuous development around the world, which has a very dynamic and cyclical impact on societies around the world. Development leads to production, and production leads to further development. For this reason, the importance and influence of the ability to "think differently" is gradually increasing in all societies. Critical thinking plays an important role in this process. The purpose of this trial experimental study was to evaluate and determine the critical thinking skills of future educational psychologists. The testing study was conducted with the participation of 90 students at the faculties of pedagogy and psychology of 2 Kazakhstani and Lithuanian universities. The starting point in assessing the critical thinking of the studied students was testing using the self-translated questionnaire "Critical Thinking Skills of Prospective Teachers" (Kavenuke et al., 2020) before and after the experimental phase of the study. The questionnaire contains 9 statements evaluated on a seven-point Likert scale.

Diseminasi Eksplorasi Etnomatematika pada Teknologi Tradisional di Kabupaten Kampar

In general, it is known that prospective mathematics teachers in Bangkinang are currently not familiar with ethnomathematical exploration in traditional technology and do not know the importance of ethnomathematical exploration and how to develop it in traditional technology. Therefore, the purpose of this study is to provide opportunities for prospective teachers in Bangkinang city regarding ethnomathematical exploration training on traditional technology for prospective teachers in Kampar Regency. This study uses the methods of planning/preparation, implementation, observation and evaluation, and reflection. The results showed that first, prospective teachers throughout Kampar Regency were enthusiastic about research ethnomathematics training to view and understand mathematics from the special cultural elements of Kampar Regency. Second, improve the knowledge and skills of prospective teachers about ethnomathematical research, especially in Kampar district and third, Ethnomathematics training materials to improve understanding of prospective teachers are attached in the appendix.

Utilizing Infographics to Develop EFL Functional Writing Skills of Prospective Teachers

Utilizing Infographics to Develop EFL Functional Writing Skills of Prospective Teachers

Developing Interactive Electronic Book Based on TPACK to Increase Creative Thinking Skill

This study aims to: (1) improve the creative thinking skills of prospective teachers, (2) measure the level of validity, practicality, and effectiveness of the developed electronic book. This type of research is research and development (RD) by applying the ADDIE model. This research was conducted through 5 stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The subjects of this study were students (prospective teachers) in the 5th-semester consisting of 55 people in the IT-based learning media course. At the same time, the object of this research was an electronic book developed based on TPACK. Several instruments were used: observation sheets, questionnaires, validation sheets, and essay tests. The results of data analysis indicate that the electronic book has met the requirements of validity, practicality, and effectiveness. In addition, there was a significant increase in the ability to think creatively.

Impact of Critical Thinking Skills on Prospective Teachers’ Academic Achievement

The study intention was to find the impact of critical thinking skills (CTS) on prospective teachers’ academic achievement. The method of the study was quantitative with correlation research design. The sample of the study was 113 prospective teachers using convenience sampling from three departments of teacher education institutions. To assess the Critical Thinking skills of prospective teachers, test was developed by the research comprised of five dimensions i.e. analyzing, assumption, deduction, inferences and interpreting information. Eight statements for each dimension required 40 minute to solve. Psychometric properties i.e. Reliability and validity of test was insured by applying Cronbach alpha which was 0.72. The study results reflect that level of critical thinking skills in prospective teachers were not up to mark (Mean=55.59%), the association amongst CTS and academic achievement was significant and moderate (r=0.365). It is recommended that administrators of teacher education programs should provide opportunities to educators to promote CT skills in prospective teachers.

HOTs Multiple Choice and Essay Questions: A Validated Instrument to Measure Higher-order Thinking Skills of Prospective Teachers

HOTs Multiple Choice and Essay Questions: A Validated Instrument to Measure Higher-order Thinking Skills of Prospective Teachers

Enhancing prospective teachers’ creative thinking skills: A study of the transition from structured to open inquiry classes

Creative thinking skills are considered to have a positive correlation with students’ academic achievement. Thus, they need to be developed through the learning process. To successfully develop these skills, an appropriate learning model is needed. This research aims to determine the improvement of the creative thinking skills of prospective teachers who learned using structured, guided, and open inquiries. This quasi-experimental research used an untreated control group design with pretest and posttest. A total sample of 118 students was selected and distributed into structured, guided, and open inquiry classes. The research instrument consisted of 18 creative thinking skill items applied to the pretest and posttest. The data analysis was performed using ANCOVA and LSD tests. The results show that the mean score of the open inquiry class was higher and significantly different compared to those of the other two classes. However, the mean scores of the two classes were not significantly different. Therefore, it can be concluded that the implementation of the open inquiry model led to a higher increase in creative thinking skills compared to those of the structured and guided inquiry models.

Analysis of the Teaching Difficulty by University Students of Arabic Language Education through Microteaching Practices/ Analisis Kesulitan Mengajar Mahasiswa Pendidikan Bahasa Arab Melalui Praktik Microteaching

Microteaching is one of the media that develops skills suitable for teachers in improving Arabic teaching skills. For prospective teachers, the advantages of implementing microteaching practice can provide an authentic experience and practice some skills so that future teachers can create an effective, efficient, and attractive Arabic learning process. This study aims to determine the level of teaching skills of prospective teachers with peers as supervisors, knowing the difficulties before and during the microteaching process. The approach in this research is robust, with quantitative descriptive as the method. After the data collected, quantitative data processing is carried out in the following ways: a) Editing, all documents are checked completeness after respondents fill in: b) Coding and Data entry, done manually: c) Data cleaning: d) Data is then analyzed, data analysis is done with simple univariate analysis. The results showed that students' skills in drawing up a Learning Implementation Plan (Rencana Pelaksanaan Pembelajaran) were 74.1%, student skills in providing learning media that supported learning were 76.4%, student skills in using learning methods were 77%, and student skills in conducting variations, discussions, explaining materials by 75%. The average score of prospective teachers in the microteaching of the Arabic Language Education Study Program of Muhammadiyah University of Yogyakarta is 76.4%. The difficulties faced by future teachers in microteaching practice with peers as tutors are summarized in several points, (1) Rpp Building Skills, (2) Incompatibility between reality in the classroom and RPP, (3) Lack of teacher confidence, (4) Difficulty using learning media, (5) Difficulty in teaching basic skills. The difficulties of basic teaching skills are opening and closing lessons, classroom management skills, group forming skills, explaining skills, and variation making skills.

PROSES INTEGRASI NILAI SIKAP TERHADAP KETERAMPILAN MAHASISWA SEBAGAI CALON GURU

This study focused on seeing the character of attitudes and skills for students of mathematics education program, the University of Flores as a prospective math teacher. The purpose of this research is to know the influence of attitudes on the skills of prospective teachers. The research conducted is descriptive quantitative research, with the second-semester student population taking curriculum study courses. The data was taken using simple random sampling techniques, instruments and research data collection techniques used are observation sheets, interviews, and questionnaires of the process of integration of attitudes and skills in mathematical learning. Test validity and reliability using Product Moment correlation, the data will be analyzed using descriptive analysis techniques. The result of the research is that there is an influence on the skills of students as prospective teachers of the second semester of the University Mathematics education study program known t count value of 6,866. because the calculated t value is obtained greater than table t 2,063 so it can be concluded that H0 is rejected and Ha is accepted, which means that there is an influence of attitude (X) on student skills (Y). Judging from the significance value (sig) of 0.000 less than < probability of 0.05 so it can be concluded that H0 is rejected and Ha accepted, which means there is an influence of attitude (X) on student skills (Y).

Socioscientific Issues-based Textbook on the Topic of Sustainable Development Goals to Develop Prospective Teachers’ 21st Century Thinking Skills

The emergence of the 4.0 industrial revolution requires university graduates to have 21st-century thinking skills that can support them to compete globally. However, the low 21st-century thinking skills of prospective teachers in the group of ways of thinking (critical thinking, problem-solving, and decision making) make the learning process should be able to train and develop these thinking skills. One way to train prospective teachers' 21st-century thinking skills is through the textbooks used in lectures. This study aims to develop textbooks based on socioscientific issues on the topic of Sustainable Development Goals (SDGs). This study used the RD research method with ADDIE design which is composed of 5 stages: Analyze, Design, Develop, Implement, and Evaluate. textbooks were applied at the implementation stage by involving second-semester prospective teachers who contract Environmental Knowledge courses. The instruments used in this study included textbook validation sheets and essay tests. The validation results were analyzed using descriptive analysis, while the essay test results were analyzed using SPSS. The results of the study showed that the socioscientific issues-based textbooks on the SDGs topic received a very good expert assessment and had met the standards of the appropriateness of the content, language, graphics, presentation, and socioscientific issues. Prospective teachers' 21st-century thinking skills in the group of the way of thinking also improved significantly after using socioscientific issues-based textbooks. These indicated that the textbooks which have been developed were effective in practicing the 21st-century thinking skills of prospective teachers.

Inquiry-Based Learning Implementation to Improve Critical Thinking of Prospective Teachers

Teachers must possess critical thinking skills to become good facilitators in the education process to produce students with high-order thinking skills. This research aims to evaluate the implementation of the inquiry-based learning (IBL) method in improving the critical thinking (CT) skills of prospective teachers with their own learning styles. An experimental study is the research method used in this research with the matching-only pretest–posttest with a control group design. The selected participants consisted of two groups of prospective teachers, a total of 76 people with low critical thinking skills and 50 people with very low skills. The experimental group was given the IBL method, while the control group was given the problem-based learning method, which refers to the latest curriculum. Treatment is given for 8 weeks. The statistical analysis used includes Wilcoxon, Mann–Whitney, and Kruskal–Wallis followed by post hoc. The results of this study show an increase in critical thinking in both the experimental group and the control group. However, the increase in the experimental group was significantly higher than the control group. The increase in experimental group with low and very low CT group did not differ significantly. On the other hand, in the control group, the increase in CT in the low group was significantly higher than the very low group. Furthermore, the Kruskal–Wallis difference test in the experimental group based on learning styles showed that prospective teachers with converging learning styles were more able to follow the IBL method compared to other learning styles.

Analisis Kemampuan Berpikir Calon Guru dalam Menyelesaikan Permasalahan Matematika Berorientasi pada HOTS

Mathematics is one of the sciences that plays an important role in the development of science, technology, and the advancement of human thinking, starting from the basic education level to the higher education level so that students are ablet to think logically, systematically, analytically, critically, creatively and have the ability to work together. Mathematics Education students, as prospective teachers, are expected to be able to solve problems that measure HOTS in advance so that later they can help students solve the HOTS questions. This study aims to describe the thinking skills of prospective teachers in solving HOTS-oriented math problems. The type of research used was descriptive qualitative with 3 subjects from the fifth-semester students of Mathematics Education Unindra PGRI consisting of subjects in the low , medium, and high groups, each represented by 1 person. The data analysis techniques used were data reduction, categorization, synthesis, and the preparation of working hypotheses. The results showed that the prospective teachers were able to solve HOTS-oriented problems at the level of analyzing and evaluating. Of the three research subjects, the three subjects were able to meet the level indicators of analyzing and evaluating quite well. At the creative level, only one teacher candidate was able to meet 2 of the 4 existing creative indicators. Meanwhile, the other 2 prospective teachers were only able to meet 1 of the 4 creative level indicators.

The effect of computational thinking skill program design developed according to interest driven creator theory on prospective teachers

It is likely to observe that the increase in data and the interrelated challenges in digital age complicates the problems to be encountered. Therefore, unprecedented problem-solving skills have become inevitable. Though dating back to old times, computational thinking skill is defined as a recent skill area that is required by everybody, that can be used to solve the aforementioned complex problems, and that is included in international standards and training programs. In this study, it was aimed to improve computational thinking skills of prospective teachers. In order to do this, a program design which includes contents that prospective theachers can use in daily life and professional life has been developed. This program, which consists mostly of unplugged activities, also includes computer aided and robotic activities. A total of 11 voluntary prospective teachers (7 women and 4 men), who were in their 3rd year of the 4 year education in the 2017–2018 fall semester and did not attend to any programming or computational thinking education training before, participated in the study. In the first application, a 40-h program was carried out with five prospective teachers, while in the second application, an updated 52-h program was carried out with six prospective teachers. A skill test was developed, and applied to measure prospective teachers’ computational thinking skills before and after the prepared program. Moreover, at the end of the training, they were asked to preapare graduation projects and their perspectives on education were examined. It has been observed that the program applied to prospective primary education teachers, who did not take any lessons like programming etc. before, was effective according to the computational thinking related skill tests and their graduation projects. It has been also observed in prospective primary education teachers that their thinking skills such as problem solving and questioning were improved and they could reflect their acquired knowledge and skills to their daily and professional life.

The critical thinking skills of prospective teachers: Investigating their systematicity, self-confidence and scepticism

Recently, researchers have shown an increased interest in studying about Critical Thinking Skills (CTSs). Indeed, the theme has become one of the most significant current discussions amongst many other international agendas. Given the perceived importance of CTSs in this 21st century, we investigated the CTSs of prospective teachers. The aim was to investigate the extent to which prospective teachers possess CTSs. Moreover, the study examined factors influencing CTSs of prospective teachers. The study sample (n = 965) was comprised of first, second and final-year students from one of the teacher education universities in Tanzania. The CTSs were measured using three dimensions—systematicity, self-confidence and scepticism. Overall, the results indicated that prospective teachers had higher mean scores in systematicity and scepticism, but significantly lower mean scores in self-confidence. Also, factors such as parents’ education, parents’ occupation and year of study were significantly related to at least one dimension of CTSs. For instance, father’s education positively and significantly predicted prospective teachers’ scores on scepticism. These results have far-reaching implications for policy and future research.

Understanding the Problem Solving Strategy Based on Cognitive Style as a Tool to Investigate Reflective Thinking Process of Prospective Teacher

The development of reflective thinking has been a highlight and important in the education of prospective mathematics teachers. It provides them with the opportunities to take a conscious and logical decision on the complex problems they faced. The quality of the problem solving and reflective thinking will differ between one student and another due to their characteristics. This study presents a description of reflective thinking skills of prospective teachers in solving mathematical problems based on the difference in cognitive style. The instruments used in this study consist of (1) GEFT cognitive-style test, (2) a mathematical problem solving task which is a non-routine and open-ended (3) the interview guidelines based on the reflective thinking component. By choosing analysis of qualitative approaches, the data of interviews that are in the form of interview's transcript based on mathematical problem solving results are gathered from two students of prospective mathematics teachers as research participants. One prospective teacher use cognitive field independent style (PTFI) and field dependent style (PTFD). Research findings show that PTFD tends to use the experience to be implemented in mathematical problem solving but PTFD cannot utilize the new information contained, so that PTFD has a reflective-dynamic characteristic. While PTFI tends to use the experience to utilize the new information contained in the problem in order to construct the problem solving strategy so that PTFI has reflective-generative characteristic. It is indicated that there are differences in the characteristics of reflective thinking process among prospective teachers based on difference of cognitive style.

Influence of Transformational Leadership Style and Principals’ Decision Making on High-School Teachers’ Organisational Commitment in Jakarta Laboratory Schools

<p class="Abstract">Laboratory schools are faced with the challenges of improving the quality of educational service delivery stemming from their role of being a platform for enhancing the school management skills of prospective teachers, and the demonstration of new teaching techniques towards the acceleration of student learning. The complex processes of determining and implementing school management policies is carried out by school management personnel, teachers and stakeholders. In this direction, organisational commitment, most significantly that of the teacher, is paramount to how effective laboratory schools can achieve their vision, mission and objectives. This quantitative study examines the pattern of relationships and the influence of the transformational leadership style and principals’ decision making on high school teachers’ organisational commitment at Jakarta laboratory schools. Research data was obtained by randomly administering questionnaires to a sample of eighty-nine (89) teachers. Data analysis was performed using descriptive and inferential statistics to provide detailed insight on the spread of research data and to facilitate the drawing of conclusions. The path analysis technique was used to determine the levels of influence between the transformational leadership style, the principals’ decision making and the teachers’ organisational commitment. Results from this study show that: (1) the transformational leadership style has a direct positive influence on high-school teachers’ organisational commitment at Jakarta laboratory schools; (2) the principals’ decision making has a direct positive influence on high-school teachers’ organisational commitment at Jakarta laboratory schools; and (3) the transformational leadership style has a direct positive influence on the principals’ decision making at Jakarta laboratory schools.</p>

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

The aim of this study was to analyze the relationship between critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers. In addition, it was aimed to examine critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers with regard to some variables (gender, grade level, academic achievement level). This study adopts one of the general survey models: relational survey model. 201 prospective middle school mathematics teachers studying in Elementary Mathematics Teacher Education Program at a state university participated in this study. Reflective Thinking Scale and Critical Thinking Standards Scale were used. For the data analysis, descriptive statistics, independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis were used. The findings of this study showed that the prospective teachers' critical thinking skill level is high (agree), reflective thinking skill level is at moderate level (neutral). Critical thinking skills of the prospective teachers were significantly different in terms of gender and academic achievement. On the other hand, reflective thinking skills of the prospective teachers were significantly different in terms of grade level. Besides, there was a positive, significant and moderate relationship between critical thinking skills and reflective thinking skills of the prospective teachers. The prospective teachers’ critical thinking skills were the significant predictors of their reflective thinking skills. It was found that critical thinking skills explained 24% of the variance related to reflective thinking skills.

Tadaluring Microteaching: An Effective Learning Model to Develop Basic Teaching Skills

This study explored the effect of using a Tadaluring microteaching learning model on mastering a number of basic teaching skills by prospective teachers. The Tadaluring microteaching learning model is a learning model which combines three forms of integrated training namely classroom practices, online practices, and offline practices. This study was classified as a quasi-experimental study with a non equivalent control group design. The sample was selected with a purpose-sampling technique. The data were analyzed using a t-test method. The results of the study were: (1) there is a significant effect of using a Tadaluring microteaching learning model on prospective teachers' basic teaching skills, (2) the average ability to master basic teaching skills of prospective teachers using the Tadaluring model was higher than 80 with a very effective interpretation used in microteaching learning.

Improving the physics problem solving and problem posing skills of prospective physics teachers

This study was conducted with the aim of providing awareness and skill to the prospective physics teachers in the areas problem posing and problem solving. In this study, which was carried out according to qualitative research methods, information was given about problem building and solving approaches, and then the process of transforming this knowledge into skills was examined. To this end, the prospective teachers were asked to solve at least two physics problems according to the Polya's problem solving steps and explain each step they applied in detail. In the same manner, they were asked to pose at least two physics problems and solve their own problems according to the Polya's problem solving steps in the problem posing stage. The process was continued through semistructured interviews and the opinions and suggestions of the prospective teachers were obtained at the end of the study. As a result of the study, it was determined that prospective teachers had difficulty in problem posing and they preferred to pose free problems, in the problem solving, they did not use techniques such as drawing, graphing etc. in the identification step of a problem, some prospective teachers could not perform the evaluation stage and these results were discussed with the prospective teachers. It was concluded that the prospective teachers wanted to use their problem posing and solving skills in their professional lives in order to reinforce the subject and to increase the motivation. In order to improve the creative problem solving and critical thinking skills of the prospective teachers, it is suggested that problem posing and solving skills should be included more in the curriculum.