ABSTRACT
The objective of the study is to analyze responses from pre-service physic teachers and lecturers towards a School Physics learning model with arguments based on Multiple Representation (MR), its implementation, and how it may improve students’ Critical Thinking Skills (CTS) after the learning. The study was conducted in one of the educational institutions of educational personnel in North Sumatra on pre-service physic teacher and lecturers. The study uses qualitative analysis with one group pretest-posttest. The instruments are questionnaire and MR-based CTS test. The results showed that the students’ responses toward the learning model and implementation were generally positive. Lecturers’ responses were also positive. The limited trial of learning model resulted in improvement of students’ CTS at medium category. Thus the school physics learning model developed with the argument based on MR is regarded suitable to be implemented in larger scale.
