Critical Inquiry Based Learning: A Model of Learning to Promote Critical Thinking Among Prospective Teachers of Physic

Abstract

Teaching critical thinking (CT) to prospective teachers has been a concern for a long time, and prospective teacher training becomes an appropriate period for interventions that promote CT ability. Therefore, it is necessary to develop a model of learning that accommodates aspects of prior knowledge, motivation, and CT. This study aims to develop Critical-Inquiry-Based-Learning (CIBL) model to promote the CT ability of prospective teachers of physic (PTP). This study is based on Nieveen’s theory about the criteria of rich product quality (valid, practice, and effective) and the theory of Borg and Gall about development research. The CIBL model embraced three criteria, namely validity, practicality, and effectiveness. The CIBL model was validated by experts through the mechanism of the focus group discussion (FGD) (for validity aspect), the implementation of the model in the class were observed by a number of observers (for practicality aspect), and the assessment of CT ability is done after the learning process (for effectiveness aspects) and then analyzed. The findings of the research showed that the CIBL model is feasible because of its validity, practicality, and effectiveness. This means that the CIBL model was able to promote CT ability of PTP.