Scientific reasoning profile of pre-service elementary teachers

Abstract

Scientific reasoning is one of the 21st-century skills that pre-service elementary teachers should face global challenges. Scientific reasoning has a high correlation with the ability to explore science contents of pre-service elementary teachers. This research aims to find out the scientific reasoning profile of pre-service elementary teachers. The research methods used are quantitative descriptive. This study's subject was a pre-service elementary teacher of 109 students of the primary teacher Education Program at the University of Muhammadiyah Sidoarjo. This research instrument in the form of a cognitive ability test consisting of five questions and descriptions to measure a pre-service elementary teacher's scientific reasoning in the 4th semester. We conducted tests through an online scoring system. The results showed that the scientific profile reasoning pre-service elementary teacher was 10%, including quite complex, 38% including complex, and 52%, including very complex. The results show that the most significant percentage of a pre-service elementary teacher, including very complex ones, reflects the ability to classify, consider, interpret, investigate, and predict. The implications are that most of the pre-service elementary teachers have been ready to learn a variety of science and skills in elementary school. This research also provides several recommendations related to the scientific reasoning of pre-service elementary teachers.