Inquiry-Based Learning Implementation to Improve Critical Thinking of Prospective Teachers

Teachers must possess critical thinking skills to become good facilitators in the education process produce students with high-order skills. This research aims evaluate implementation of inquiry-based learning (IBL) method improving (CT) prospective teachers their own styles. An experimental study is used this matching-only pretest–posttest a control group design. The selected participants consisted two groups teachers, total 76 people low and 50 very was given IBL method, while problem-based which refers latest curriculum. Treatment for 8 weeks. statistical analysis includes Wilcoxon, Mann–Whitney, Kruskal–Wallis followed by post hoc. results show an increase both group. However, significantly higher than CT did not differ significantly. On other hand, group, Furthermore, difference test based on styles showed that converging were more able follow compared