Open AccessPhysics pre-service argumentation to increase reflective thinking capabilities
Author(s) -
R. Rosmiati,
S. Liliasari,
Bayong Tjasyono,
Taufik Ramlan Ramalis
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1521/2/022038
Subject(s) - respondent , argumentation theory , reflective thinking , process (computing) , service (business) , critical thinking , reflective writing , mathematics education , psychology , computer science , epistemology , political science , philosophy , economy , law , economics , operating system
The developing reflective thinking skills (RF) for pre-service teachers is very important. It made pre-service teacherstry to integrate the ability to think reflective in the teaching process. The study aims to explore the ability of argumentation that has been constructed into the reflective thinking process. It purpose to enhance the reflective thinking capabilities of physics pre-service teachers’ climate prediction material. The respondent of this research were three respondents. The data obtained in the form of arguments by determining claims, warrant and backing qualitatively. Data were analyzed by using descriptive explorative technique. Based on the results of data analysis, the pre-service teachers’ reflective thinking ability was seen from the results of the argumentation. We described three different level for respondent reflective thinking capability in which the first respondent in resolution level, the second respondent in exploration level, and the third respondent in triggering event level. This means that the reconstruction of the reflective thinking process by including the arguments was very effective to explore the reflective thinking capabilities of pre-service teachers.