Improving Critical Thinking Skills and Self Efficacy Through Scientific Critical Thinking Model
- 10.2991/iccite-18.2018.57How to use a DOI?
- critical thinking skills; self efficacy; SCT model
Research has been conducted on the feasibility of the Scientific Critical Thinking (SCT) model to improve critical thinking skills and self efficacy of PGSD students in colloidal material. The syntax of the SCT model is 1) student orientation, 2) scientific activity, 3) presentation of results of scientific activities, 4) completion of critical thinking task, and 5) evaluation. This research is development research to determine the practicality and effectiveness of the prototype SCT model in learning Colloidal material. The study subjects were PGSD students in 2017/2018 with a total of 75 people. The research instrument used was critical thinking adaptation instruments from Facione and self-efficacy adaptation instruments from Users & Fajares. The results of the study revealed that the feasibility of the SCT model show a very good category (87.02%), student activity in learning show a very active category (85.71%), there is an increase in critical thinking skills (mean N-gain = 0.86 / high) and self-efficacy of prospective teacher students is mean N-gain = 0.79/high. Thus, the SCT model has met the requirements of practicality and effectiveness as a prototype of a mode.
- © 2018, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Rusmansyah AU - Leny Yuanita AU - Muslimin Ibrahim AU - Isnawati PY - 2018/12 DA - 2018/12 TI - Improving Critical Thinking Skills and Self Efficacy Through Scientific Critical Thinking Model BT - Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018) PB - Atlantis Press SP - 263 EP - 267 SN - 2352-5398 UR - https://doi.org/10.2991/iccite-18.2018.57 DO - 10.2991/iccite-18.2018.57 ID - 2018/12 ER -