Improving critical thinking skills of pre-service chemistry teachers through integrated biochemistry course
A. Wahyudi(a*), S. Liliasari(b), F.M.T. Supriyanti(b), Nahadi(b)
1) Mahasiswa pendidikan IPA program doktor sekolah pascasarjana, Universitas Pendidikan Indonesia,
* andywahyudy23[at]gmail.com
2) Departemen pendidikan kimia, Universitas Pendidikan Indonesia
Abstract
Integrated biochemistry course is learning pattern that combines biochemistry course (theory) and biochemistry laboratory course (practice). The purpose of this study was to find learning pattern (practice to theory or theory to practise) in improving students- critical thinking skills (CTs). Pre- and post-test non-equivalent group design was employed in this study. A total of 40 pre-service chemistry teachers with divided 20 students in experimental class 1 and 20 students in experimental class 2. Test of CTs was developed to measure student CTs before and after intervention. The result showed that integrated biochemistry course can improve students- CTs. Independent sample t-test was employed and the result showed significant difference between experimental class 1 and 2 (p=0.018). This indicates that the pattern of developing CTs from practice to theory is better than theory to practice.
Keywords: critical thinking skills, pre-service chemistry teachers, integrated biochemistry course
Topic: Chemistry Education