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外文期刊>Journal of Physics: Conference Series
>Pre-service physics teachers’ thinking styles and its relationship with critical thinking skills on learning interference and diffraction
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Pre-service physics teachers’ thinking styles and its relationship with critical thinking skills on learning interference and diffraction
This research is a survey that describes the profile of pre-service physics teachers (PPTs)' thinking styles and critical thinking skills when they learning interference and diffraction. This survey involved 46 PPTs of fifth semester at one of the universities in Ternate city. Data related to PPTs' thinking styles were collected through the Yanpiaw Creative-Critical Styles Test, while the data related to PPTs' critical thinking skills were collected through tests of critical thinking skills. Data were analyzed by using quantitative descriptive technique. Based on the results of the data analysis, it was concluded that generally the PPTs' critical thinking skills for the group of superior critical, critical and balance thinking styles can be categorized as low, while for the group of creative thinking style can be categorized as high. The map of thinking styles and critical thinking skills will be used as a reference in developing a model of gamification in the physics learning context.
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