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Prospective teachers’ perception of critical and reflective thinking skills on modern physics: Rasch Analysis

Year 2024, Volume: 12 Issue: 3, 137 - 150, 30.09.2024
https://doi.org/10.17478/jegys.1502503

Abstract

Related research on critical and reflective thinking skills has been interesting and conducted by many researchers, but they are still carried out separately. This study aims to determine the perception of prospective teachers towards critical and reflective thinking skills in modern physics lectures. This research includes quantitative research using the cross-sectional survey method. Ninety-seven prospective teachers participated in the study, with details of 15 men and 82 women with an age range of 19-21 years. Questionnaire critical and reflective thinking skills are used as instruments for collecting data. Each of them is a 20-item critical thinking skills questionnaire and 24 items of reflective thinking skills questionnaire. The collected data was analyzed using winsteps software version 4.6.1. which includes descriptive, individual conformity, gender, and bubble chart. The results of detailed data analysis show that for critical thinking skills, 17% of prospective teachers perceive low, 68% of prospective teachers perceive moderate, and 15% of prospective teachers perceive high. As for reflective thinking ability, 11% of prospective teachers perceive low, 78% of prospective teachers perceive moderate, and 11% of prospective teachers perceive high. However, there are many misfit persons, 66% for critical thinking skills and 67% for reflective thinking skills. This means prospective teachers do not have strong perception beliefs in both thinking skills. Therefore, it needs to be strengthened through treatment, training, or workshops to further train both skills.

References

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Year 2024, Volume: 12 Issue: 3, 137 - 150, 30.09.2024
https://doi.org/10.17478/jegys.1502503

Abstract

References

  • Adams, D., Chuah, K. M., Sumintono, B., and Mohamed, A. (2022). Students’ readiness for e-learning during the COVID-19 pandemic in a South-East Asian university: a Rasch analysis. Asian Education and Development Studies, 11(2), 324–339. https://doi.org/10.1108/AEDS-05-2020-0100
  • Al, E. B., Kasapoglu, E., Sari, H., Sökmen, I., Kasapoglu, E., Sari, H., and Zeeman, I. S. (2020). Zeeman splitting , Zeeman transitions and optical absorption of an electron confined in spherical quantum dots under the magnetic field. Philosophical Magazine, 24 Sep, 1–13. https://doi.org/10.1080/14786435.2020.1821112
  • Alpaydın, Y., and Demirli, C. (2022). Educational Theory in the 21st Century (Y. Alpaydın & C. Demirli (eds.)). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-9640-4
  • Andrich, D., and Marais, I. (2019). A Course in Rasch Measurement Theory: Measuring in the Educational, Social and Health Sciences. In Springer. https://doi.org/10.1007/978-981-13-7496-8
  • Antonio, R. P. (2020). Developing students’ reflective thinking skills in a metacognitive and argument-driven learning environment. International Journal of Research in Education and Science, 6(3), 467–483. https://doi.org/10.46328/ijres.v1i1.1096
  • Arabatzis, T. (2017). How Physica Became Physics. In Science & Education. Science & Education. https://doi.org/https://doi.org/10.1007/s11191-017-9946-7
  • Aydoğmuş, M., and Kurnaz, A. (2022). Investigating the Effectiveness of Reflective Teaching Activities in Secondary English Classes. Athens Journal of Education, 9(3), 487–506. https://doi.org/10.30958/aje.9-3-8
  • Bao, L., and Koenig, K. (2019). Physics education research for 21st century learning. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–12. https://doi.org/10.1186/s43031-019-0007-8
  • Barton, G., and Ryan, M. (2020). Peer-Reviewed Article Special Edition | Reflection and Reflective Thinking. Journal of International Students, 10(S2), 2166–3750.
  • Batmang, B., Sultan, M., Azis, A., and Gunawan, F. (2021). Perceptions of pre-service teachers on online learning during the COVID-19 pandemic. International Journal of Education in Mathematics, Science and Technology, 9(3), 449–461. https://doi.org/10.46328/IJEMST.1595
  • Boa, E. A., Wattanatorn, A., and Tagong, K. (2018). The development and validation of the Blended Socratic Method of Teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students. Kasetsart Journal of Social Sciences, 39(1), 81–89. https://doi.org/10.1016/j.kjss.2018.01.001
  • Boone, W. J., and Staver, J. R. (2020). Correction to: Advances in Rasch Analyses in the Human Sciences. In Springer. https://doi.org/10.1007/978-3-030-43420-5_21
  • Braun, H. I., Shavelson, R. J., Zlatkin-Troitschanskaia, O., and Borowiec, K. (2020). Performance Assessment of Critical Thinking: Conceptualization, Design, and Implementation. Frontiers in Education, 5(September), 1–10. https://doi.org/10.3389/feduc.2020.00156
  • Changwong, K., Sukkamart, A., and Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37–48. https://doi.org/10.14254/2071-8330.2018/11-2/3
  • Chee Choy, S., Yim, J. S. C., and Sedhu, D. S. (2019). Pre-service teachers’ reflection on reflective practices: A Malaysian perspective. Universal Journal of Educational Research, 7(12), 18–26. https://doi.org/10.13189/ujer.2019.071903
  • Damaianti, V. S., Abidin, Y., and Rahma, R. (2020). Higher order thinking skills-based reading literacy assessment instrument: An Indonesian context. Indonesian Journal of Applied Linguistics, 10(2), 513–525. https://doi.org/10.17509/ijal.v10i2.28600
  • Damayanti, A. E., and Kuswanto, H. (2021). the Effect of the Use of Indigenous Knowledge-Based Physics Comics of Android-Based Marbles Games on Verbal Representation and Critical Thinking Abilities in Physics Teaching. Journal of Technology and Science Education, 11(2), 581–593. https://doi.org/10.3926/jotse.1142
  • Ennis, R. H. (1985). Critical thinking. New York: Prentice Hall. Feldman, D. A. (2002). Critical Thinking. United States: Von Hoffmann Graphics, Inc.
  • Gómez, R. L., and Suárez, A. M. (2020). Do inquiry-based teaching and school climate influence science achievement and critical thinking? Evidence from PISA 2015. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00240-5
  • Guo, X., Hao, X., Deng, W., Ji, X., Xiang, S., and Hu, W. (2022). The relationship between epistemological beliefs, reflective thinking, and science identity: a structural equation modeling analysis. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-022-00355-x
  • Han, H. (2023). A STUDY ON THE PERCEPTION OF SOUTH KOREAN HIGH SCHOOL. Journal of Technology and Science Education, 13(1), 218–232. https://doi.org/10.3926/jotse.1699
  • Hermann, G. (2020). The Significance for Natural Philosophy of the Move from Classical to Modern Physics. Journal for General Philosophy of Science, 51(4), 627–629. https://doi.org/10.1007/s10838-020-09533-3
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There are 74 citations in total.

Details

Primary Language English
Subjects Physics Education
Journal Section Advanced Science Education
Authors

Tarpin Juandi 0000-0001-5196-0560

Ida Kaniawati 0000-0003-2787-7892

Achmad Samsudin 0000-0003-3564-6031

Lala Riza 0000-0002-5324-8208

Early Pub Date September 12, 2024
Publication Date September 30, 2024
Submission Date June 24, 2024
Acceptance Date September 5, 2024
Published in Issue Year 2024 Volume: 12 Issue: 3

Cite

APA Juandi, T., Kaniawati, I., Samsudin, A., Riza, L. (2024). Prospective teachers’ perception of critical and reflective thinking skills on modern physics: Rasch Analysis. Journal for the Education of Gifted Young Scientists, 12(3), 137-150. https://doi.org/10.17478/jegys.1502503
AMA Juandi T, Kaniawati I, Samsudin A, Riza L. Prospective teachers’ perception of critical and reflective thinking skills on modern physics: Rasch Analysis. JEGYS. September 2024;12(3):137-150. doi:10.17478/jegys.1502503
Chicago Juandi, Tarpin, Ida Kaniawati, Achmad Samsudin, and Lala Riza. “Prospective teachers’ Perception of Critical and Reflective Thinking Skills on Modern Physics: Rasch Analysis”. Journal for the Education of Gifted Young Scientists 12, no. 3 (September 2024): 137-50. https://doi.org/10.17478/jegys.1502503.
EndNote Juandi T, Kaniawati I, Samsudin A, Riza L (September 1, 2024) Prospective teachers’ perception of critical and reflective thinking skills on modern physics: Rasch Analysis. Journal for the Education of Gifted Young Scientists 12 3 137–150.
IEEE T. Juandi, I. Kaniawati, A. Samsudin, and L. Riza, “Prospective teachers’ perception of critical and reflective thinking skills on modern physics: Rasch Analysis”, JEGYS, vol. 12, no. 3, pp. 137–150, 2024, doi: 10.17478/jegys.1502503.
ISNAD Juandi, Tarpin et al. “Prospective teachers’ Perception of Critical and Reflective Thinking Skills on Modern Physics: Rasch Analysis”. Journal for the Education of Gifted Young Scientists 12/3 (September 2024), 137-150. https://doi.org/10.17478/jegys.1502503.
JAMA Juandi T, Kaniawati I, Samsudin A, Riza L. Prospective teachers’ perception of critical and reflective thinking skills on modern physics: Rasch Analysis. JEGYS. 2024;12:137–150.
MLA Juandi, Tarpin et al. “Prospective teachers’ Perception of Critical and Reflective Thinking Skills on Modern Physics: Rasch Analysis”. Journal for the Education of Gifted Young Scientists, vol. 12, no. 3, 2024, pp. 137-50, doi:10.17478/jegys.1502503.
Vancouver Juandi T, Kaniawati I, Samsudin A, Riza L. Prospective teachers’ perception of critical and reflective thinking skills on modern physics: Rasch Analysis. JEGYS. 2024;12(3):137-50.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.