Last modified: 2020-09-21
Abstract
This study aims to explore the effectiveness of the Reflective-Inquiry Learning (RIL) model to improve critical thinking ability of prospective teacher students in terms of cognitive style. The RIL model is an inquiry learning model that is intervened by reflective processes in the learning phases. The RIL model has been declared valid for the purpose of increasing learners’ critical thinking ability at the higher education level, furthermore this model needs to be implemented in the classroom to evaluate its effectiveness in increasing learners’ critical thinking ability in this study viewed from cognitive style.
This study is a quasi-experimental study, where one-group pretest posttest design is conducted. The sequence of this research process, namely sample selection, measurement of cognitive style using the Group Embedded Figures Test (GEFT), pretest, treatment (learning with RIL model), posttest, and finally analysis of results. The research sample involved 24 preservice teachers (PTs) in the physics education department - Mandalika University of Education (Undikma). Measurement of cognitive style using GEFT as many as 18 test items (figure test) to identify the sample group into the cognitive style of field dependent (FD) and field independent (FI). Pretest and posttest to measure the critical thinking ability of the sample, where the instrument used was in the form of essay questions consisting of 8 items. The GEFT score uses true-false criteria, if the correct answer is given a score of 1 and if wrong is given a score of 0. The individual GEFT score is interpreted into two categories, FD cognitive style if the score from 0 to 11, and the FI cognitive style if the scores from 12 to 18. Critical thinking ability scores of each individual are analyzed using a multilevel scale (five scales) with the lowest score -1 (minus one) and the highest +3 (plus three). Furthermore, the critical thinking scores (CTs) of each PTs are interpreted into the categories: very critically (CTs> 17.6), critically (11.2 <CTs ≤ 17.6), quite critically (4.8 <CTs ≤ 11.2), less critically (-1.6 <CTs ≤ 4.8), and uncritically (CTs ≤ -1.6). The effectiveness of the RIL model to improve critical thinking ability of PTs is characterized by an increase in the critical thinking ability scores. Analysis of increasing scores using the n-gain equation. Data analysis of critical thinking ability is done descriptively and statistically, where the normality test and t-test (pait-t test) are conducted.
The results of the study show that as many as 13 PTs are categorized into the FD cognitive style and 11 categorized into the FI cognitive style. The average pretest score of the two cognitive style groups (FD and FI) was 0.87 with the criteria of "less critically", and after the implementation of the RIL model, the average score of the posttest was 16.25 with the criteria of "critically," and the n-gain of 0.64 with criteria "moderate." The average score of the measurement of the critical thinking ability of PTs before and after the implementation of the RIL model for each of the FD and FI cognitive styles is shown in Table 1.
Table 1. Average scores from the measurement of critical thinking abilitiy of PTs for each of FD and FI cognitive style
Cognitive style
Number of PTs
Pretest
Posttest
n-gain
Criteria
CT score average
Criteria
CT score average
Criteria
FD
13
0.84
less critically
16.23
critically
0.62
moderate
FI
11
0.91
less critically
16.27
critically
0.66
moderate
Average
0.87
less critically
16.25
critically
0.64
moderate
Â
Differences in critical thinking ability scores were statistically tested using the t-test (pair-t test), where the normality test of the data as a prerequisite test was carried out. The results of the normality test showed that the data variant was not normally distributed (the significance value of 0.003 was smaller than alpha testing). Because the data are not normally distributed, the pair-t test uses the Wilcoxon test. Paired t-test results showed that the significance value (0.000) was smaller than alpha testing (0.05), meaning that there were differences in the scores of PTs critical thinking ability between pretest and posttest.
Elaboration of the results in this study, it can be concluded that the RIL model is effective to improve critical thinking ability of preservice teachers both in groups with cognitive styles of field dependent (FD) and field independent (FI). The author recommends for further research that it is necessary to implement the RIL model on a broader subject.