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Critical thinking (CT) is one of the skills of the 21st century and becoming one of the goals in the development of science learning. Teaching CT to the prospective teacher has garnered attention for a while, and the role of future teachers seems more crucial than ever before for educational systems in terms of seeking improvement in CT. This study aims to develop Inquiry-Creative-Process (ICP) learning model to promote CT ability of physic prospective teachers (PPT). This study is a development research that produces a product of learning models that meet the criteria of validity, practicality, and effectiveness. The ICP learning model was validated through the mechanism of the focus group discussion (for validity aspect), the implementation of the ICP learning model in the classroom was observed by a number of observers (for practicality aspect), and the assessment of CT ability was done after the learning process using the ICP learning model (for effectiveness aspects) and then analyzed. The findings of this research shown the ICP learning model that developed has been declared valid, practice, and effective to promote critical thinking ability of physic prospective teachers.

ICP learning model, critical thinking ability