The Effectiveness of reflective-inquiry learning model to improve preservice-teachers’ critical thinking ability viewed from cognitive style

Abstract

Abstract This study aims to explore the effectiveness of Reflective-Inquiry Learning (RIL) model to improve the critical thinking ability of preservice-teachers viewed from cognitive style. Quasi-experimental research using one sample group was conducted in this study. The research sample consisted of 24 (twenty-four) preservice-teachers consisting of 14 (fourteen) males and 10 (ten) females. They are preservice-teachers (PTs) in the physics education study program – Universitas Pendidikan Mandalika (Undikma). Measurement of cognitive style using GEFT to classify the sample group into the field dependent (FD) and field independent (FI) cognitive style. Pre-test and post-test to measure the critical thinking ability of preservice-teachers. Data were analysed descriptively and statistically, where the n-gain test, normality test, and t-test (pair-t test) were conducted. The results of the study have shown that the RIL model is effective in improving the critical thinking ability of preservice-teachers in both the field dependent (FD) and field independent (FI) cognitive style. The results of further studies are described in this article.