Critical thinking cycle model to promote critical thinking disposition and critical thinking skills of pre-service science teacher

Abstract

Developing critical thinking in teaching-learning activity is a major issue for educational institutions, and giving appropriate learning model intervention certainly provides an assurance to successfully develop competitive graduates for Industrial Revolution 4.0 challenges. This research aims to validate the development of Critical Thinking Cycle (CTC) model as an intervention. It employs educational development research through validation study design by examining two criteria, content validity (relevance) and constructs validity (consistency). The validation involved five experts through Focus Group Discussion (FGD). The results show that CTC model was valid and reliable (proved by 75% of experts' agreement) which means that CTC model is possibly implemented to promote critical thinking disposition and critical thinking skills from pre-service teachers. Yet, for future study, there is a need to conduct other research to determine the effectiveness and practicality of the model to increase critical thinking disposition and critical thinking skills.

Keywords: content validity (relevance), construct validity (consistency), Critical Thinking Cycle Learning Model.