Opportunities to Stimulate the Critical Thinking Performance of Preservice Science Teachers Through the Ethno-Inquiry Model in an E Learning Platform
Keywords:critical thinking skills; e-learning platform; ethno-inquiry model; preservice science teachers
The acquisition of critical thinking (CT) as one of the 21st century skills is categorically crucial. Therefore, the effective training of CT skills in terms of learning activities needs detailed exploration. This study applied the ethno-inquiry model in an e-learning platform and evaluated its impact on the CT skills of preservice science teachers (PSTs). The experimental design employed the randomized pretest-posttest control design involving 62 PSTs as participants, divided equally into an experimental and control group. Participants’ CT skills were assessed using essay tests. The tests focused on the CT skills dealing with analysis, inferencing, evaluation, and decision-making indicators. The CT scores were analyzed using parameters of the average pretest-posttest. The learning implementation effects were calculated using a paired t test and analysis of covariance (ANCOVA) at the significance level of .05. The findings demonstrated that the CT scores for the experimental group increased from the less critical to the critical level. This result was better than that of the control group. Similarly, the improvement of individual CT performance was better in the experimental group. Based on the results of the analysis, the t test and ANCOVA of both groups confirmed that the ethno-inquiry model had a significant effect on the CT skills of participants. The results thus provide convincing evidence of the essential roles of the ethno-inquiry model in science learning and it is therefore recommended that the model be implemented in science classes.
Akmam, A., Anshari, R., Amir, H., Jalinus, N., & Amran, A. (2018). Influence of learning strategy of cognitive conflict on student misconception in computational physics course. IOP Conference Series: Materials Science and Engineering, 335, 012074. https://doi.org/10.1088/1757-899x/335/1/012074
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18. https://doi.org/10.1037/a0021017
Arends, R. (2012). Learning to teach (9th ed.). McGraw-Hill.
Asy’ari, M., & Da Rosa, C. T. W. (2022). Prospective teachers’ metacognitive awareness in remote learning: Analytical study viewed from cognitive style and gender. International Journal of Essential Competencies in Education, 1(1), 18–26. https://doi.org/10.36312/ijece.v1i1.731
Bezanilla, M. J., Fernández-Nogueira, D., Poblete, M., & Galindo-Domínguez, H. (2019). Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking Skills and Creativity, 33, 100584. https://doi.org/10.1016/j.tsc.2019.100584
Bilad, M. R., Anwar, K., & Hayati, S. (2022). Nurturing prospective STEM teachers’ critical thinking skill through virtual simulation-assisted remote inquiry in Fourier transform courses. International Journal of Essential Competencies in Education, 1(1), 1–10. https://doi.org/10.36312/ijece.v1i1.728
Buck, L. B., Bretz, S. L., & Towns, M. H. (2008). Characterizing the level of inquiry in the undergraduate laboratory. Journal of College Science Teaching, 38(1), 52–58.
Cañabate, D., Serra, T., Bubnys, R., & Colomer, J. (2019). Pre-service teachers’ reflections on cooperative learning: Instructional approaches and identity construction. Sustainability, 11(21), 5970. https://doi.org/10.3390/su11215970
Chen, H.-L., & Wu, C.-T. (2021). A digital role-playing game for learning: Effects on critical thinking and motivation. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2021.1916765
Choy, S. C., Yim, J. S. C., & Tan, P. L. (2017). Reflective thinking among preservice teachers: A Malaysian perspective. Issues in Educational Research, 27(2), 234–251.
Colomer, J., Serra, L., Cañabate, D., & Serra, T. (2018). Evaluating knowledge and assessment-centered reflective-based learning approaches. Sustainability, 10(9), 3122. https://doi.org/10.3390/su10093122
Colomer, J., Serra, T., Cañabate, D., & Bubnys, R. (2020). Reflective learning in higher education: Active methodologies for transformative practices. Sustainability, 12(9), 3827. https://doi.org/10.3390/su12093827
D’Alessio, F. A., Avolio, B. E., & Charles, V. (2019). Studying the impact of critical thinking on the academic performance of executive MBA students. Thinking Skills and Creativity, 31, 275–283. https://doi.org/10.1016/j.tsc.2019.02.002
de Oliveira Biazus, M., & Mahtari, S. (2022). The impact of project-based learning (PjBL) model on secondary students’ creative thinking skills. International Journal of Essential Competencies in Education, 1(1), 38–48. https://doi.org/10.36312/ijece.v1i1.752
Dekker, T. J. (2020). Teaching critical thinking through engagement with multiplicity. Thinking Skills and Creativity, 37, 100701. https://doi.org/10.1016/j.tsc.2020.100701
Dewey, J. (1910). How we think. D.C. Heath & Co. http://archive.org/details/howwethink00deweiala
Ebadi, S., & Rahimi, M. (2018). An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: A mixed-methods study. Computer Assisted Language Learning, 31(5–6), 617–651. https://doi.org/10.1080/09588221.2018.1449757
Elder, L., & Paul, R. (2012). The thinker’s guide to intellectual standards: The words that name them and the criteria that define them. Foundation for Critical Thinking Press.
Emmer, E. T., & Millett, G. B. (1970). Improving teaching through experimentation: A laboratory approach. Prentice-Hall.
Ennis, R. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184. https://doi.org/10.1007/s11245-016-9401-4
Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. Inquiry: Critical Thinking Across the Disciplines, 26(2), 1?8. https://doi.org/10.5840/inquiryctnews201126214
Erikson, M. G., & Erikson, M. (2019). Learning outcomes and critical thinking: Good intentions in conflict. Studies in Higher Education, 44(12), 2293–2303. https://doi.org/10.1080/03075079.2018.1486813
Ernita, N., Muin, A., Verawati, N. N. S. P., & Prayogi, S. (2021). The effect of inquiry learning model based on laboratory and achievement motivation toward students’ physics learning outcomes. Journal of Physics: Conference Series, 1816(1), 012090. https://doi.org/10.1088/1742-6596/1816/1/012090
Facione, P. A. (2020). Critical thinking: What it is and why it counts. Measured Reasons LCC. https://www.insightassessment.com/wp-content/uploads/ia/pdf/whatwhy.pdf
Fasasi, R. A. (2017). Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science. International Journal of Science Education, 39(5), 548–564. https://doi.org/10.1080/09500693.2017.1296599
Fitriani, H., Asy’ari, M., Zubaidah, S., & Mahanal, S. (2019). Exploring the prospective teachers’ critical thinking and critical analysis skills. Jurnal Pendidikan IPA Indonesia, 8(3), 379–390. https://doi.org/10.15294/jpii.v8i3.19434
Fitriani, H., Samsuri, T., Rachmadiarti, F., Raharjo, R., & Mantlana, C. D. (2022). Development of evaluative-process learning tools integrated with conceptual-problem-based learning models: Study of its validity and effectiveness to train critical thinking. International Journal of Essential Competencies in Education, 1(1), 27?37. https://doi.org/10.36312/ijece.v1i1.736
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research (8th ed.). McGraw Hill.
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329. https://doi.org/10.3102/0034654312457206
Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101–114. https://doi.org/10.1007/s10734-016-0031-y
Gilmanshina, S., Smirnov, S., Ibatova, A., & Berechikidze, I. (2021). The assessment of critical thinking skills of gifted children before and after taking a critical thinking development course. Thinking Skills and Creativity, 39, 100780. https://doi.org/10.1016/j.tsc.2020.100780
Griggs, V., Holden, R., Lawless, A., & Rae, J. (2018). From reflective learning to reflective practice: Assessing transfer. Studies in Higher Education, 43(7), 1172–1183. https://doi.org/10.1080/03075079.2016.1232382
Hake, R. R. (1999). Analyzing change/gain scores. Indiana University.
Herodotou, C., Muirhead, D. K., Aristeidou, M., Hole, M. J., Kelley, S., Scanlon, E., & Duffy, M. (2020). Blended and online learning: A comparative study of virtual microscopy in higher education. Interactive Learning Environments, 28(6), 713–728. https://doi.org/10.1080/10494820.2018.1552874
Hussain, A., Azeem, M., & Shakoor, A. (2011). Physics teaching methods: Scientific inquiry vs traditional lecture. International Journal of Humanities and Social Science, 1(19), 269–276.
Kahan, D. M. (2013). Ideology, motivated reasoning, and cognitive reflection. Judgment and Decision Making, 8(4), 407–424. https://journal.sjdm.org/13/13313/jdm13313.pdf
Keselman, A. (2003). Supporting inquiry learning by promoting normative understanding of multivariable causality. Journal of Research in Science Teaching, 40(9), 898–921. https://doi.org/10.1002/tea.10115
Lee, N. Y., Wang, Z., & Lim, B. (2021). The development of critical thinking: What university students have to say. Teaching in Higher Education, 1–14. https://doi.org/10.1080/13562517.2021.1973412
Lozano, R., Merrill, M. Y., Sammalisto, K., Ceulemans, K., & Lozano, F. J. (2017). Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal. Sustainability, 9(10), 1889. https://doi.org/10.3390/su9101889
Ma, L., & Luo, H. (2021). Chinese pre-service teachers’ cognitions about cultivating critical thinking in teaching English as a foreign language. Asia Pacific Journal of Education, 41(3), 543–557. https://doi.org/10.1080/02188791.2020.1793733
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction: What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. https://doi.org/10.1002/tea.20347
Miri, B., David, B.-C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353–369. https://doi.org/10.1007/s11165-006-9029-2
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018). Online education: Worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management, 21(4), 233–241. https://doi.org/10.1080/1097198X.2018.1542262
Pedaste, M., Mäeots, M., Leijen, Ä., & Sarapuu, T. (2012). Improving students’ inquiry skills through reflection and self-regulation scaffolds. Technology, Instruction, Cognition and Learning, 9, 81–95.
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Prayogi, S., Yuanita, L., & Wasis. (2018). Critical inquiry based learning: A model of learning to promote critical thinking among prospective teachers of physic. Journal of Turkish Science Education, 15(1), 43–56.
Procter, L. (2020). Fostering critically reflective thinking with first-year university students: Early thoughts on implementing a reflective assessment task. Reflective Practice, 21(4), 444–457. https://doi.org/10.1080/14623943.2020.1773421
Qing, Z., Jing, G., & Yan, W. (2010). Promoting preservice teachers’ critical thinking skills by inquiry-based chemical experiment. Procedia – Social and Behavioral Sciences, 2(2), 4597–4603. https://doi.org/10.1016/j.sbspro.2010.03.737
Ramdani, A., Jufri, A. W., Gunawan, G., Fahrurrozi, M., & Yustiqvar, M. (2021). Analysis of students’ critical thinking skills in terms of gender using science teaching materials based on the 5E learning cycle integrated with local wisdom. Jurnal Pendidikan IPA Indonesia, 10(2), 187–199. https://doi.org/10.15294/jpii.v10i2.29956
Rist, S., & Dahdouh-Guebas, F. (2006). Ethnosciences: A step towards the integration of scientific and indigenous forms of knowledge in the management of natural resources for the future. Environment, Development and Sustainability, 8(4), 467–493. https://doi.org/10.1007/s10668-006-9050-7
Siburian, O., Corebima, A. D., Ibrohim, I., & Saptasari, M. (2019). The correlation between critical and creative thinking skills on cognitive learning results. Eurasian Journal of Educational Research, 19(81), 1–16. https://doi.org/10.14689/ejer.2019.81.6
Sturtevant, W. C. (1964). Studies in ethnoscience. American Anthropologist, 66(3), 99–131.
Sudarmin, S., Zahro, L., Pujiastuti, S. E., Asyhar, R., Zaenuri, Z., & Rosita, A. (2019). The development of PBL-based worksheets integrated with green chemistry and ethnoscience to improve students’ thinking skills. Jurnal Pendidikan IPA Indonesia, 8(4), 492–499. https://doi.org/10.15294/jpii.v8i4.17546
Sund, R. B., & Trowbridge, L. W. (1973). Teaching science by inquiry in the secondary school. Merrill. https://books.google.co.id/books?id=5PnYAAAAIAAJ
Suprapto, N., Prahani, B. K., & Cheng, T. H. (2021). Indonesian curriculum reform in policy and local wisdom: Perspectives from science education. Jurnal Pendidikan IPA Indonesia, 10(1), 69–80. https://doi.org/10.15294/jpii.v10i1.28438
Tillmann, A., Albrecht, V., & Wunderlich, J. (2017). Dewey’s concept of experience for inquiry-based landscape drawing during field studies. Journal of Geography in Higher Education, 41(3), 383–402. https://doi.org/10.1080/03098265.2017.1331206
Trostek, J. R. (2020). Between the modelling and the engineering of learning: Preservice teachers’ performance in course essays. Journal of Further and Higher Education, 44(6), 781–794. https://doi.org/10.1080/0309877X.2019.1600665
Uiterwijk-Luijk, L., Krüger, M., Zijlstra, B., & Volman, M. (2019). Teachers’ role in stimulating students’ inquiry habit of mind in primary schools. Teaching and Teacher Education, 86, 102894. https://doi.org/10.1016/j.tate.2019.102894
Verawati, N. N. S. P., Handriani, L. S., & Prahani, B. K. (2022). The experimental experience of motion kinematics in biology class using PhET virtual simulation and its impact on learning outcomes. International Journal of Essential Competencies in Education, 1(1), 11–17. https://doi.org/10.36312/ijece.v1i1.729
Verawati, N. N. S. P., Hikmawati, H., Prayogi, S., & Bilad, M. R. (2021). Reflective practices in inquiry learning: Its effectiveness in training pre-service teachers’ critical thinking viewed from cognitive styles. Jurnal Pendidikan IPA Indonesia, 10(4), 505?514. https://doi.org/10.15294/jpii.v10i4.31814
Verawati, N. N. S. P., Prayogi, S., Gummah, S., Muliadi, A., & Yusup, M. Y. (2019). The effect of conflict-cognitive strategy in inquiry learning towards pre-service teachers’ critical thinking ability. Jurnal Pendidikan IPA Indonesia, 8(4). https://doi.org/10.15294/jpii.v8i4.21002
Wahyudi, P., Verawati, N. N. S., Ayub, S., & Prayogi, S. (2018). Development of inquiry-creative-process learning model to promote critical thinking ability of physics prospective teachers. Journal of Physics: Conference Series, 1108, 012005. https://doi.org/10.1088/1742-6596/1108/1/012005
Wahyudi, W., Verawati, N. N. S. P., Ayub, S., & Prayogi, S. (2019). The effect of scientific creativity in inquiry learning to promote critical thinking ability of prospective teachers. International Journal of Emerging Technologies in Learning (IJET), 14(14), 122. https://doi.org/10.3991/ijet.v14i14.9532
Zidny, R., & Eilks, I. (2022). Learning about pesticide use adapted from ethnoscience as a contribution to green and sustainable chemistry education. Education Sciences, 12(4), 227. https://doi.org/10.3390/educsci12040227
Zidny, R., Sjöström, J., & Eilks, I. (2020). A multi-perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability. Science & Education, 29(1), 145–185. https://doi.org/10.1007/s11191-019-00100-x
Copyright (c) 2022 Saiful Prayogi, Sukainil Ahzan, Indriaturrahmi Indriaturrahmi, Joni Rokhmat
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).