The Critical Thinking Skills Profile of Preservice Biology Teachers in Animal Physiology
- Astuti Mun. Amin, Aloysius Duran Corebima, Siti Zubaidah, Susriyati Mahanal
- Corresponding Author
- Astuti Mun. Amin
Available Online September 2017.
- https://doi.org/10.2991/icet-17.2017.30How to use a DOI?
- pre-service biology teachers, animal physiology, critical thinking skills profile
- In facing challenges in the 21st century, the university students need to empower their critical thinking skills. Critical thinking skills can improve students' verbal and analytic skills through helping them express useful ideas to increase their knowledge. This study, therefore, attempted to outline the profile of pre-service biology teachers' critical thinking skills in Animal Physiology. The design of this study was descriptive quantitative. Data was collected using a questionnaire and a test to examine the students' critical thinking skills. The sample of this research consisted of 139 university students from UIN Alauddin Makassar, STKIP PI Makassar, UPRI Makassar, and STKIP Yapim Maros. Research findings suggest that (1) the students' topic understanding and critical thinking skills were still low; and (2) the students' average test score was 2.11 (which means that the students' critical thinking skills were not well developed). These results, therefore, serve as a preliminary analysis result of problems faced in biology learning. Furthermore, they also provide an insight for teachers to improve the quality of their biology instruction.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Astuti Mun. Amin AU - Aloysius Duran Corebima AU - Siti Zubaidah AU - Susriyati Mahanal PY - 2017/09 DA - 2017/09 TI - The Critical Thinking Skills Profile of Preservice Biology Teachers in Animal Physiology BT - 3rd International Conference on Education and Training (ICET 2017) PB - Atlantis Press SN - 2352-5398 UR - https://doi.org/10.2991/icet-17.2017.30 DO - https://doi.org/10.2991/icet-17.2017.30 ID - Amin2017/09 ER -