LAUSR

ABSTRACT Ocean Climate lectures included the need for more depth regarding what was taught. So lecturers need lecture equipment so that the material is conveyed effectively. This study aims to design prediction-argument-based Ocean Climate lectures to increase the reflective thinking of prospective physics teacher students to solve issues or problems that develop in society. The Mixed Methods method applied in this study is an embedded experimental type. The priority of this research is the quantitative experimental method and the supporting qualitative data. The number of students in the high N-gain category is because students can understand the material or master the concept well. Meanwhile, seven students are in the medium N-gain category because these students have yet to be able to relate material concepts by explaining their argument. Based on the results and discussion above, prediction-argumentation-based ocean climate lectures are effectively used to improve the reflective thinking skills of pre-service teachers. The prediction-argumentation-based ocean climate lecture model has characteristics, namely prioritizing predictive abilities and argumentation abilities, to equip students with reflective thinking skills.