期刊名称：Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
印刷版ISSN：2338-4530
电子版ISSN：2540-7899
出版年度：2019
卷号：7
期号：1
页码：38-47
DOI：10.33394/j-ps.v0i0.1408
出版社：IKIP Mataram, Fakultas Pendidikan Matematika dan IPA
摘要：The Validity of the Inquiry Model Intervened by the Reflective Process to Facilitate Preservice Teachers' Critical Thinking Ability . Critical thinking has become the main competency of 21st century learning and encourages the development of learner critical thinking at the higher education level regarded as an important outcome of education. This study develop an inquiry learning model which are intervened by reflective processes in their teaching, or in its development called Reflective-Inquiry Learning (RIL) Model which is specifically aim to improve critical thinking ability of preservice teachers. This research is the first step in development research in which the RIL model developed was constructed based on theoretical and empirical studies so that it gave birth to a hypothetical framework of the RIL model itself. The RIL model product was then validated by involving 7 experts as validators through the focus group discussion (FGD) mechanism. Validation aspects include content validity and construct validity. The data from the validation of the model were analyzed descriptively by averaging the results of validation. The validation results of the RIL model show that the validity level (Va) of 4.28 in a very valid category. Whereas Va in the content validity and construct validity aspects are 4.26 and 4.32, both in the very valid category. The hypothetical framework model developed based on the conceptual frame and the results of its validation is provided in this article.
其他摘要：The Validity of the Inquiry Model Intervened by the Reflective Process to Facilitate Preservice Teachers' Critical Thinking Ability . Critical thinking has become the main competency of 21st century learning and encourages the development of learner critical thinking at the higher education level regarded as an important outcome of education. This study develop an inquiry learning model which are intervened by reflective processes in their teaching, or in its development called Reflective-Inquiry Learning (RIL) Model which is specifically aim to improve critical thinking ability of preservice teachers. This research is the first step in development research in which the RIL model developed was constructed based on theoretical and empirical studies so that it gave birth to a hypothetical framework of the RIL model itself. The RIL model product was then validated by involving 7 experts as validators through the focus group discussion (FGD) mechanism. Validation aspects include content validity and construct validity. The data from the validation of the model were analyzed descriptively by averaging the results of validation. The validation results of the RIL model show that the validity level (Va) of 4.28 in a very valid category. Whereas Va in the content validity and construct validity aspects are 4.26 and 4.32, both in the very valid category. The hypothetical framework model developed based on the conceptual frame and the results of its validation is provided in this article.
