Argumentation-response to increase reflective thinking capabilities of physics pre-service teacher
R. Rosmiati1,5*, Liliasari S.1, B. Tjasyono3, T.R. Ramalis4
1Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
1Program Studi Pendidikan IPA, Sekolah Pascasarjana, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
3Departemen Meteorologi, Institut Teknologi Bandung, Jl.Ganesha No. 10, Bandung 40132, Indonesia
4Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
5Departemen Pendidikan Fisika, STKIP BIMA, Jl. Piere Tendean Kelurahan Mande, Kota Bima 84111, Indonesia
Abstract
The developing reflective thinking skills (RF) for pre-service teachers is very important. It made pre-service teachers try to integrate the ability to think reflective in the teaching process. The study aims to explore the ability of argumentation that has been constructed into the reflective thinking process. It purpose to enhance the reflective thinking capabilities of physics pre-service teachers- climate prediction material.The respondent of this research were three respondents. The data obtained in the form of arguments by determining claims, warrant and backing qualitatively. It analysed using descriptive explorative. Based on the results of data analysis, the pre-service teachers reflective thinking ability was seen from the results of the argumentation. We described three (3) different level for respondent reflective thinking capability in which the first respondent in resolution level, the second respondent in exploration level, and the third respondent in triggering event level. This means that the reconstruction of the reflective thinking process by including the arguments was very effective to explore the reflective thinking capabilities of pre-service teachers.
Keywords: Argumentation, Reflective Thinking Capabilities, Pre-service Teacher
Topic: Physics Education