Conceptual Framework of Reflective-Inquiry Learning Model to Promote Critical Thinking Ability of Preservice Physics Teachers

Abstract

Abstract Critical thinking has been a crucial competence in 21st century learning and encouraging critical thinking ability at the university level is assumed as an important achievement at higher education. This study was aimed at developing Reflective-Inquiry Learning (RIL) model to promote critical thinking ability for preservice teachers in particular. This study was a pre-developmental stage in which the developed RIL model was constructed in line with the supporting theories and empirical findings. With the result that, it produced a hypothetical framework from RIL model itself. Then, the product of the RIL model was validated with involving 7 experts as validators through a focus group discussion (FGD) process. The assessed aspect of the product consisted of the content validity and construct validity. The results of the product validity were analyzed through a descriptive analysis viewed from the average score of the validity. The result of the validity showed the validity level (Va) of the RIL model was 4.28 and it was said very valid. The conceptual framework of the developed model and the validity result would be further elaborated in this article.