Science Philosophy as an Alternative Approach in the Development of Critical Thinking Capabilities and Pedagogic Competencies of Physics Education Students Ahmad Syukri, Sukarno
UIN Sulthan Thaha Saifuddin Jambi
Abstract
This study describes the urgency of the philosophy of science as an alternative approach in developing critical thinking skills and pedagogic competencies of physics education students. The philosophy of science as a contextual approach is believed to be in line with the nature, goals, and processes of science itself. This research uses a qualitative approach with a literature review method as a means of digging, finding, and analyzing data. Thus, all data sources in this study were obtained from documentation sources, both conventional (print-out) and digital sources. Assurance of data validity is done by the triangulation technique, while the data analysis technique used is descriptive analysis. Based on the data that has been obtained and the analysis that has been done, it can be concluded that the philosophy of science with all its attributes, namely: Ontology, Epistemology, and Axiology is a contextual approach. Therefore, the philosophy of science has the potential to be used as an alternative approach in developing critical thinking skills and pedagogic competencies of physics education students. Through the philosophy of science-based learning, lecturers can develop students^ critical thinking skills and pedagogic competencies as the main capital in creating future professional teachers.
