Mulyono, - (2021) Problem-based learning supported by arguments scaffolding that affect critical thinking teacher candidates. Cypriot Journal of Educational Sciences (CJES), 16 (6). pp. 2956-2969. ISSN 1305-905X

PDF - Published Version Restricted to Repository staff only Download (432kB) | Request a copy

Abstract

This study aims to determine the effect of the PBL model with argumentation scaffolding on changes in the critical thinking of teacher candidates teachers in terms of personality type and gender. This research is a quasi-experimental research with one group pretest-posttest design. 28 prospective teachers who take the algebraic structure course are the samples of this study. Critical thinking skills scores were analyzed descriptively and statistically with normality test and paired t-test. The results showed that the application of PBL with argumentation scaffolding was effective in increasing the critical thinking of prospective teachers from the criteria of "less critical" to "critical enough" and the n-gain results were categorized as moderate when viewed from the aspect of personality type. and gender. The existence of differences in critical thinking that is influenced by gender and personality type is a research finding that must be considered to determine the learning model.

Actions (login required)

View Item