THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS

Budi Jatmiko; Binar Kurnia Prahani; Munasir; Z.A. Imam Supardi; Iwan Wicaksono; Nia Erlina; Paken Pandiangan; Rosyid Althaf; Zainuddin

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THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS

Title	THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS
Publication Type	Journal Article
Year of Publication	2018
Authors	Jatmiko, B, Prahani, BK, Munasir,, Supardi, IZA, Wicaksono, I, Erlina, N, Pandiangan, P, Althaf, R, Zainuddin,
Journal	Journal of Baltic Science Education
Volume	17
Issue	2
Start Page	300-319
Pagination	Continuous
Date Published	April/2018
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	and PBL model, basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers
Abstract	Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this.
URL	http://oaji.net/articles/2017/987-1523527582.pdf
DOI	10.33225/jbse/18.17.300
Refereed Designation	Refereed
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