| dc.creator |
Rusmansyah, Rusmansyah |
|
| dc.date.accessioned |
2020-06-15T04:02:20Z |
|
| dc.date.available |
2020-06-15T04:02:20Z |
|
| dc.identifier |
http://eprints.ulm.ac.id/6062/1/0-555_JOTSE_-_Rusmansyah_et_al1.pdf |
|
| dc.identifier |
Rusmansyah, Rusmansyah INNOVATIVE CHEMISTRY LEARNING MODEL: IMPROVING THE CRITICAL THINKING SKILL AND SELF-EFFICACY OF PRE-SERVICE CHEMISTRY TEACHERS. INNOVATIVE CHEMISTRY LEARNING MODEL: IMPROVING THE CRITICAL THINKING SKILL AND SELF-EFFICACY OF PRE-SERVICE CHEMISTRY TEACHERS.. |
|
| dc.identifier.uri |
https://repo-dosen.ulm.ac.id//handle/123456789/12639 |
|
| dc.description |
Pre-service chemistry teachers should have the 21st century competence such as critical thinking skill.
Unfortunately, the critical thinking skill dan self-efficacy level of Indonesian pre-service chemistry
teachers is still low. Problem Based Learning (PBL) model and Inquiry model have been implemented
widely to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers; however,
weaknesses were found such as the need to improve self-efficacy and investigation process based on
science process skill. Therefore, innovation was created to develop Scientific Critical Thinking (SCT)
Learning Model based on strengths and weaknesses of PBL model and Inquiry model. This innovation
was also supported by theories and empirical study. This study serves as preliminary study in the process
of SCT learning model development to improve the critical thinking skills and self-efficacy of pre-service
chemistry teachers. This study covers need analysis, literature review, and field survey. Result shows that
the innovation can stand as the basis of hypothetic SCT learning model development. SCT learning model
syntax covers: student orientation, scientific activity, presentation of scientific activity result, critical
thinking task completion; and evaluation. Hypothetic SCT learning model should be tested to fulfill the
validity, practicality, and effectiveness aspects to improve the critical thinking skills and self-efficacy of preservice
chemistry teachers. |
|
| dc.format |
text |
|
| dc.relation |
https://doi.org/10.3926/jotse.555 |
|
| dc.relation |
http://eprints.ulm.ac.id/6062/ |
|
| dc.subject |
L Education (General) |
|
| dc.title |
INNOVATIVE CHEMISTRY LEARNING MODEL: IMPROVING THE CRITICAL THINKING SKILL AND SELF-EFFICACY OF PRE-SERVICE CHEMISTRY TEACHERS. |
|
| dc.type |
Article |
|
| dc.type |
PeerReviewed |
|