Improving Critical Thinking through Research Based Learning Model for Pre-Service Teacher

Fitri April Yanti, Partono Partono, Heru Kuswanto, Mundilarto Mundilarto


This study aims to improve the critical thinking skills of physics pre-service teachers at the University of Muhammadiyah Metro, Indonesia. This research is conducted through the application of syntax of research based learning model in learning. To know the effectiveness of learning model, the implementation has been done to 45 of Physics pre-service teacher in Faculty of Teacher Training and Education as the subject of research. Pretest and posttest that has been done is to obtain data 'model effectiveness' in order to improve the critical thinking skills of pre-service teachers. The results of critical thinking skills tests have been showing that the pretest average score of 31.80 increases to 70.32 and the N-gain score is 0.56 and is included in the 'Medium' category. Based on the results of research, it can be concluded that the critical thinking skills of pre-service physics teachers in the subject of basic physics electrical topics can be improved by applying research-based learning model.


Research based learning; learning model; critical thinking skill.

Full Text:



L. G. Snyder and M. J. Snyder, “Teaching Critical Thinking and Problem Solving Skills How Critical Thinking Relates to Instructional Design,” Delta Pi Epsil. J., pp. 90–100.

N. Bahr, “Thinking Critically about Critical Thinking in Higher Education,” Int. Jounal Scholarsh. Teach. Learn., vol. 4, no. 2, 2010.

G. L. Geissler and J. P. Wayland, “Improving students ’ critical thinking , creativity , and communication skills,” pp. 1–10.

S. Srikoon, T. Bunterm, J. Samranjai, and J. Wattanathorn, “Research Synthesis of Research-based Learning for Education in Thailand,” Procedia - Soc. Behav. Sci., vol. 116, pp. 913–917, 2014.

J. Blomster, S. Venn, and V. Virtanen, “Towards Developing a Common Conception of Research-Based Teaching and Learning in an Academic Community,” High. Educ. Stud., vol. 4, no. 4, pp. 62–75, 2014.

S. Blume, N. Madanchi, S. Böhme, G. Posselt, S. Thiede, and C. Herrmann, “Die Lernfabrik – Research-based Learning for Sustainable Production Engineering,” Procedia CIRP, vol. 32, no. Clf, pp. 126–131, 2015.

P. Smith and C. Rust, “The potential of research-based learning for the creation of truly inclusive academic communities of practice,” Innov. Educ. Teach. Int., vol. 48, no. 2, pp. 115–125, 2011.

L. Svensson, “Towards an Integration of Research on Teaching and Learning,” Scand. J. Educ. Res., vol. Forthcomin, no. 3, pp. 272–285, 2016.

D. M. Vina Serevina, “the Development of Research Based Learning for Physics Education Students,” Proseding Semin. Nas. Fis. dan Apl., vol. 53, no. November, pp. 25–33, 2015.

H. Y. Shaarawy, “The Effect of Journal Writing on Students ’ Cognitive Critical Thinking Skills A Quasi-Experimental Research on an English as a Foreign Language ( EFL ) Undergraduate Classroom in Egypt,” Int. J. High. Educ., vol. 3, no. 4, pp. 120–128, 2014.

M. Arifuddin and A. Ichsan, “Improving Problem Solving Skill in Physics through Argumentation Strategy in Direct Instruction Model,” vol. 4531, pp. 348–353.

J. LaBeouf, “Research-Based Student Learning at the Post-Secondary Level,” Bollinger-Rosado Teach. Learn. Eff. Symp. Proc., 2016.

N. Rodniam, R. Kaewurai, and W. Kaewurai, “A Development of Blended Learning Model Using Research-Based Learning to Encourage the Scientific Mind for Undergraduate Students,” 2004.


  • There are currently no refbacks.





About IJSBAR | Privacy PolicyTerms & Conditions | Contact Us | DisclaimerFAQs 

IJSBAR is published by (GSSRR).