CONTRIBUTION OF FORMAL THINKING ABILITY ON THE CONCEPT MASTERY OF KINEMATICS

The main purpose of the study is to investigate contributing of formal thinking students’ ability level to their mastery competence in physics. The purpose of this study is to examine integrated formal thinking abilities and the concept mastery of kinematics among freshment/ first year of physics education prospective teachers student and determine the relationship, if any, between the two. A relationship was thought to exist since both sets of skills strongly emphasize conducting fair experiments as well as other abilities. A measuring tool for collecting data of formal thinking skills and learning achievement physics are the Test of logic Thinking (TOLT) and the Test mastery of concepts shaped multiple choice. The both test were given to 36 students. Resulting correlations showed a a little relationship between achievement on the two measurements. Factor analysis data corroborate the correlational evidence. One potential inference to be drawn from these results is that problem solving skill teaching might be influenced formal thinking ability.