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Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Jurnal Pendidikan IPA Indonesia · Vol. 10 No. 4 (2021) · pp. 505–514

DOI
10.15294/jpii.v10i4.31814
ISSN
2089-4392, 2339-1286
Published
2021-12-29
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

This study aims to evaluate the effectiveness of reflective practices in inquiry learning to train pre-service teachers' critical thinking skills viewed from cognitive styles. The quasi-experimental design was conducted with two sample groups given the same treatment at the pretest, reflective-inquiry practice learning, and posttest. Before the pretest, each sample was given GEFT (Group Embedded Figures Test) to determine the sample of the FI (field-independent) or FD (field dependent) cognitive style. Two sample groups were pre-service physics teachers (PPT) at two different universities in Mataram, Indonesia. The measurement of critical thinking employed essay tests. Critical thinking skills data were analyzed descriptively (mean difference scores of pretest-posttest and N-gain analysis) and statistically (independent sample t-test) employing SPSS software. The effectiveness of reflective inquiry learning is measured by increasing critical thinking scores where the minimum posttest has the critical criteria. The study results indicated that the tendency of cognitive style FI was more dominant than FD. The critical thinking measurement showed that each FD/FI group was categorized as critical, and the increase of critical thinking scores in the two groups was categorized as a moderate category. In line with this, statistical analysis (hypothesis testing at a significance level of 0.05) showed no difference in the increase of critical thinking scores between PPT belonging to FD and FI. This study showed that the reflective practice in inquiry learning effectively improved the pre-service teachers' critical thinking skills with the FD and FI cognitive styles. Reflective practices are a new way of inquiry learning to train critical thinking and can be used as a reference for its structured implementation in regular lectures.

Keywords

Collaboration network of the authors

7 authors · 15 co-authorship links · 2 across different organisations

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  • University of Mataram
  • Universiti Brunei Darussalam
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Syifaul GummahAffiliation unknown2
Agus MuliadiAffiliation unknown2
M. Y. YusupAffiliation unknown2

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles</dc:title>
	<dc:creator>Verawati, N. N. S. P.</dc:creator>
	<dc:creator>Hikmawati, H.</dc:creator>
	<dc:creator>Prayogi, S.</dc:creator>
	<dc:creator>Bilad, M. R.</dc:creator>
	<dc:subject xml:lang="en-US">reflective-inquiry learning; critical thinking skills; cognitive style</dc:subject>
	<dc:description xml:lang="en-US">This study aims to evaluate the effectiveness of reflective practices in inquiry learning to train pre-service teachers' critical thinking skills viewed from cognitive styles. The quasi-experimental design was conducted with two sample groups given the same treatment at the pretest, reflective-inquiry practice learning, and posttest. Before the pretest, each sample was given GEFT (Group Embedded Figures Test) to determine the sample of the FI (field-independent) or FD (field dependent) cognitive style. Two sample groups were pre-service physics teachers (PPT) at two different universities in Mataram, Indonesia. The measurement of critical thinking employed essay tests. Critical thinking skills data were analyzed descriptively (mean difference scores of pretest-posttest and N-gain analysis) and statistically (independent sample t-test) employing SPSS software. The effectiveness of reflective inquiry learning is measured by increasing critical thinking scores where the minimum posttest has the critical criteria. The study results indicated that the tendency of cognitive style FI was more dominant than FD. The critical thinking measurement showed that each FD/FI group was categorized as critical, and the increase of critical thinking scores in the two groups was categorized as a moderate category. In line with this, statistical analysis (hypothesis testing at a significance level of 0.05) showed no difference in the increase of critical thinking scores between PPT belonging to FD and FI. This study showed that the reflective practice in inquiry learning effectively improved the pre-service teachers' critical thinking skills with the FD and FI cognitive styles. Reflective practices are a new way of inquiry learning to train critical thinking and can be used as a reference for its structured implementation in regular lectures.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
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	<dc:date>2021-12-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/31814</dc:identifier>
	<dc:identifier>10.15294/jpii.v10i4.31814</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 10, No 4 (2021): December 2021; 505-514</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v10i4</dc:source>
	<dc:language>eng</dc:language>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/31814/8658</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/31814/8659</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 Jurnal Pendidikan IPA Indonesia</dc:rights>
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