ABSTRACT This study aims to analyze the reflective thinking skills of pre-service physics teachers on the subject of ocean climate. Respondents used were 73 pre-service physics teachers who were taking courses in earth and space science at one of the universities in the city of Bandung, Indonesia. Respondents were divided into two classes, namely experiment class 1 which was given worksheets based on prediction using structured argumentation essays (by determining claims, warranties, and backing) while experimental group 2 was given worksheets based on prediction-argumentation using freelance argumentation essays (unstructured). Data measurements were performed with 10 multiple choice questions and 5 reflective thinking essay questions and 4 worksheets. Data analysis was performed by comparing and testing the effects of using a t-test and calculating N-Gain in each class and descriptive data analysis worksheet. Based on the results of data analysis that the experimental class 1 has a much better reflective thinking ability than the experimental class 2. The use of structured worksheets greatly helps students in arguing which has an impact on increasing the reflective thinking abilities of pre-service physics teachers.

中文翻译：

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使用有效的论文论证来衡量物理职前教师的反思性思维水平

摘要本研究旨在分析职前物理教师对海洋气候问题的反思性思维能力。受访者是73名职前物理老师，他们正在印度尼西亚万隆市的一所大学中学习地球和空间科学课程。受访者分为两类，即实验类1，根据结构化论证文章（通过确定主张，保证和支持）进行预测，然后根据预测给出工作表；而实验组2根据使用自由论证论据的预测论证（基于非结构化讨论）给出工作表。 ）。数据测量使用10个多项选择题，5个反思性思维作文题和4个工作表进行。通过比较和测试使用t检验的效果并计算每个类和描述性数据分析工作表中的N增益来进行数据分析。根据数据分析的结果，实验课1的反思思维能力比实验课2更好。结构化工作表的使用极大地帮助学生进行辩论，这对提高职前物理的反思思维能力有影响老师。