Misbah Misbah, Ida Hamidah, Siti Sriyati, Achmad Samsudin
The ability to think critically is an essential competency that preservice physics educators must develop. Consequently, this study was conducted to examine the critical thinking skill profiles of preservice physics teachers using the Ennis indicators. The research employed a quantitative descriptive approach, utilizing critical thinking skills assessments. A total of 100 preservice physics teachers from three distinct classes participated in this study. The findings indicate that, in general, critical thinking abilities, which include basic clarification, foundational support, inference, advanced clarification, strategies, and tactics, remain at levels ranging from very low to moderate. The overall achievement in critical thinking skills is still below optimal levels, necessitating further improvement. One potential strategy for enhancement involves the implementation of the Argumentation Driven Inquiry (ADI) learning model, along with its associated instructional resources. © 2026 Author(s).
Department of Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, 40154, Indonesia; Program of Physics Education, Universitas Lambung Mangkurat, Jl. Brigjen H. Hasan Basry, Banjarmasin, 70123, Indonesia; Department of Mechanical Engineering Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, 40154, Indonesia; Department of Biology Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, 40154, Indonesia; Program of Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, 40154, Indonesia
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