Critical Thinking Profile of Chemistry Pre-Service Teachers in Pre-Laboratory Sessions

Devy Lestari, Endah Fitriani Rahayu, Rosi Oktiani

Abstract

Critical thinking skills are essential for chemistry pre-service teachers, particularly in pre-laboratory sessions. However, many students struggle to apply these skills before conducting experiments. This study aims to analyze the critical thinking profile of chemistry pre-service teachers in pre-laboratory sessions, identifying key indicators that require improvement. This research adopts a quantitative descriptive approach with purposive sampling, involving 32 second-semester Chemistry Education students enrolled in the Basic Chemistry Practicum course. The research instrument consists of 40 multiple-choice questions based on Ennis' critical thinking indicators. Data were collected through pre-laboratory tests and analyzed using descriptive statistics to determine score distribution and categorize students' critical thinking levels. Results show that most students fall into the fairly good category (62.50%), while 15.62% reached the good category. The highest-scoring indicator was defining terms (81.250, good category), while analyzing arguments had the lowest score (48.125, less category). These findings indicate that students struggle with evaluating information and connecting theories to experimental outcomes. This study provides a specific analysis of critical thinking skills in pre-laboratory sessions, an area that remains underexplored. The findings support the need for inquiry-based learning, reflective discussions, and scientific argument evaluation to enhance critical thinking skills in chemistry pre-service teachers.

Keywords

critical thinking; pre-service chemistry teachers; pre-laboratory sessions

Full Text:

PDF

References

Ahmed, E. S., Hassan, A. M., & Mehany, M. M. (2019). Effect of simulation on critical thinking, satisfaction and self-confidence of nursing students during care of pneumonic child. International Journal of Advance Research in Nursing, 2(1), 131–137. https://doi.org/10.33545/nursing.2019.v2.i1b.41

Aisyah, Mudhar, Hartanti, J., Hasiana, I., & Mufidah, E. F. (2024). Efektivitas Model Pembelajaran Berbasis Project (PBL) untuk Meningkatkan Kemampuan Berpikir Kritis Reflektif. Jurnal Utile, X(2), 53–62.

Andi Nurannisa Syam. (2023). Pengaruh Model Search, Solve, Create and Share (SSCS) terhadap Kemampuan Berpikir Kritis ditinjau dari Habits of Minds Mahasiswa Tadris Biologi IAIN Kendari. Jurnal Pendidikan Mipa, 13(3), 693–700. https://doi.org/10.37630/jpm.v13i3.1146

Anwar, Y. A. S., Al Idrus, S. W., & Siahaan, J. (2020). Analisis Kesulitan Mahasiswa Calon Guru Dalam Menyusun Laporan Praktikum. Jurnal Pijar Mipa, 15(4), 329–331. https://doi.org/10.29303/jpm.v15i4.1743

Aribah, L. (2025). Analisis Persepsi Mahasiswa terhadap Efektivitas Strategi Pembelajaran Socratic Questioning dalam Meningkatkan Keterampilan Berpikir Kritis. Dimar Jurnal Pendidikan Islam, 6(2), 188–201. https://doi.org/10.58577/dimar.v6i2.339

Asmaningrum, H. P., Koirudin, I., & Kamariah, K. (2018). Pengembangan Panduan Praktikum Kimia Dasar Terintegrasi Etnokimia Untuk Mahasiswa. JTK (Jurnal Tadris Kimiya), 3(2), 125–134. https://doi.org/10.15575/jtk.v3i2.3205

Beck, C., Butler, A., & da Silva, K. B. (2014). Promoting inquiry-based teaching in laboratory courses: Are wemeeting the grade? CBE Life Sciences Education, 13(3), 444–452. https://doi.org/10.1187/cbe.13-12-0245

Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37–48. https://doi.org/10.14254/2071-8330.2018/11-2/3

Cracolice, M. S., & Monteyne, K. (2004). What’s Wrong with Cookbooks? A Reply to Ault. Journal of Chemical Education, 81(11), 1559. https://doi.org/10.1021/ed081p1559

Damayanti, E., Suhanda, H., & Suryatna, A. (2021). Analisis Potensi Lks Praktikum Berbasis Inkuiri Terbimbing Pada Topik Identifikasi Protein Dalam Bahan Makanan Untuk Mengembangkan Keterampilan Berpikir Kritis. Jurnal Riset Dan Praktik Pendidikan Kimia, 9(1), 24–36. https://doi.org/10.17509/jrppk.v9i1.52271

Dharmawati, I., Prayogi, S., & Hidayat, S. (2018). Pengaruh Model Pembelajaran Aktif Berbasis Inkuiri (ABI) Terhadap Kemampuan Berpikir Kritis Siswa. Lensa: Jurnal Kependidikan Fisika, 6(1), 8. https://doi.org/10.33394/j-lkf.v6i1.930

Doucette, D. (2022). Measuring the impact of conceptual inquiry-based labs. Physics Education Research Conference Proceedings, 151–156. https://doi.org/10.1119/perc.2022.pr.Doucette

Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a

Ennis, R. H. (2018). Critical Thinking Across the Curriculum: A Vision. Topoi, 37(1), 165–184. https://doi.org/10.1007/s11245-016-9401-4

Farid, I. (2023). Simulation Learning in Economics Education: Empowering Critical Thinking and Rahmatan Lil Alamin Value. Tadibia Islamika, 3(2), 95–102.

Galaresa, A. V., & Sundari, S. (2019). Penggunaan Metode Simulasi Dalam Peningkatan Critical Thinking: Literature Review. Jurnal Penelitian Keperawatan, 5(1). https://doi.org/10.32660/jurnal.v5i1.332

Gunawan, H., Simatupang, E. C. M., & Sari, P. (2024). Fostering Critical Thinking Skills Through Socratic Questioning : Insights From Widyatama University. 10(2), 343–352.

Kelleci, M., Taskin Yilmaz, F., & Aldemir, K. (2018). The Effect of High Fidelity Simulation Training on Critical Thinking and Problem Solving Skills in Nursing Students in Turkey. In Educational Research in Medical Sciences (Vol. 7, Issue 2). https://doi.org/10.5812/erms.83966

Maaranen, K., & Stenberg, K. (2017). Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience*. Reflective Practice, 18(5), 699–712. https://doi.org/10.1080/14623943.2017.1323729

Mandang, T., & Marianus, M. (2024). Pengembangan Panduan Praktikum Elektronika Dasar Alat Electricity Demonstration Kit-B Berbasis Model Inkuiri Terbimbing. Jurnal Penelitian Sains Dan Pendidikan (JPSP), 4(1), 43–56. https://doi.org/10.23971/jpsp.v4i1.7903

Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: evidence from Slovakia. Interactive Learning Environments, 31(7), 4147–4155. https://doi.org/10.1080/10494820.2021.1954036

Nasir, M., Fendi, H., & Indriyani, V. (2024). Metode Debat dalam Pembelajaran: Sebuah Upaya Peningkatan Kemampuan Berpikir Kritis Mahasiswa. Jurnal Bahasa Dan Sastra, 12(1), 126. https://doi.org/10.24036/jbs.v12i1.128155

Oktariani, O., Febliza, A., & Fauziah, N. (2020). Keterampilan Berpikir Kritis Calon Guru Kimia sebagai Kesiapan Menghadapi Revolusi Industri 4.0. Journal of Natural Science and Integration, 3(2), 114. https://doi.org/10.24014/jnsi.v3i2.8791

Ompusunggu, T., Turnip, B. M., & Sirait, M. (2016). Efek Inquiry Training Dan Berpikir Kritis Terhadap Keterampilan Proses Sains Fisika. Jurnal Pendidikan Fisika, 5(2), 96–100. http://jurnal.unimed.ac.id/2012/index.php/jpf

Parry, D., Walsh, C., Larsen, C., & Hogan, J. (2012). Reflective practice: A place in enhancing learning in the undergraduate bioscience teaching laboratory? Bioscience Education, 19(1), 1–10. https://doi.org/10.11120/beej.2012.19000004

Rahmawati, D., Vahlia, I., Mustika, M., Yunarti, T., & Nurhanurawati, N. (2022). Socrates questions to optimize students critical thinking. Al-Jabar : Jurnal Pendidikan Matematika, 13(2), 372–382. https://doi.org/10.24042/ajpm.v13i2.13728

Ramalis, T. R., & Rusdiana, D. (2015). Karakteristik Pengembangan Tes Keterampilan Berpikir Kritis Bumi dan Antariksa Untuk Calon Guru. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 01(2), 51–58. https://doi.org/10.21009/1.01209

Ronaldy, M., & Saputra, A. (2024). Pengaruh Metode Socrates Terhadap Kemampuan Berpikir Historis : Analisis Pada Pembelajaran Sejarah Berbasis Masalah The Effect of The Socratic Method on Historical Thinking Ability : Analysis of Problem-Based History Learning. 18(2), 196–208.

Sastria, E., Novinovrita M, N. M., & Haryanto, T. (2020). Pengembangan Penuntun Praktikum Biologi Umum Berbasis Problem Solving dengan Menggunakan 3D Pageflip untuk Menumbuhkan Keterampilan Kerja Ilmiah Mahasiswa Biologi. Tarbawi : Jurnal Ilmu Pendidikan, 16(1), 95–103. https://doi.org/10.32939/tarbawi.v16i01.574

Sterner, A., Sköld, R., & Andersson, H. (2023). Effects of Blended Simulation on Nursing Students’ Critical Thinking Skills: A Quantitative Study. SAGE Open Nursing, 9. https://doi.org/10.1177/23779608231177566

Susantun. (2023). Pengembangan Kreativitas dan Kemampuan Berpikir Kritis pada Mata Pelajaran PPKn di Sekolah Menengah Pertama. De Cive: Jurnal Penelitian Pendidikan Pancasila Dan Kewarganegaraan, 3(2), 39–44.

Walker, J. P., & Sampson, V. (2013). Argument-driven inquiry: Using the laboratory to improve undergraduates’ science writing skills through meaningful science writing, peer-review, and revision. Journal of Chemical Education, 90(10), 1269–1274. https://doi.org/10.1021/ed300656p

Yulianti, L., Ramalis, T. R., & Purwanto, P. (2020). Karakteristik Tes Keterampilan Berpikir Kritis Pada Materi Hukum Newton Berdasarkan Teori Respon Butir. WaPFi (Wahana Pendidikan Fisika), 5(1), 66–70. https://doi.org/10.17509/wapfi.v5i1.22885

Zamzam, K. F. (2016). Pendekatan Problem Based Learning untuk Mengembangkan Kemampuan Berpikir Kritis Mahasiswa. Pedagogia : Jurnal Pendidikan, 5(2), 279–286. https://doi.org/10.21070/pedagogia.v5i2.261

DOI: https://doi.org/10.20961/inkuiri.v14i2.101972

Refbacks

  • There are currently no refbacks.