• Abed, S., Davoudi, A. M. H., & Hoseinzadeh, D. (2015). The effect of synectics pattern on increasing the level of problem solving and critical thinking skills in students of alborz province. WALIA Journal, 31(1), 110-118.
• Aktas, G. S., & Unlu, M. (2013). Critical thinking skills of teacher candidates of elementary mathematics, Procedia-Social and Behavioral Sciences, 93, 831-835.
• Alex, A. M., & Olubusuyi, M. F (2013). Guided-discovery learning strategy and senior school students performance in mathematics in ejigbo, nigeria. Journal of Education and Practice, 4(2), 82-89.
• Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1-18.
• Apedoe, X. S., Walker, S. E., & Reeves, T. C. (2006). Integrating inquiry-based learning into undergraduate geology, Journal of Geoscience Education, 54(3), 414-421.
• Aybek, B. (2007). Eleştirel Düşünmenin Öğretiminde Öğretmenin Rolü. Bilim, Eğitim ve Düşünce Dergisi, 7(2). http://www.universitetoplum.org.
• Balim, A. G. (2009). The effects of discovery learning on students’ success and inquiry learning skills. Eurasian Journal of Educational Research, 35, 1-2.
• Bernard, R. M., Zhang, D., Abrami, P. C., Sicoly, F., Borokhovski, E., & Surkes, M. A. (2008). Exploring the structure of the watson-glaser critical thinking appraisal: one scale or many subscales?. Thinking Skills and Creativity, 3(1), 15-22.
• Carter, A. G., Creedy, D. K., & Sidebotham, M. (2016). Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: a systematic review of the literature. Nurse Education Today, 40, 209–218.
• Chartrand, J. (2010). My thinking styles: Development report [Measurement instrument]. San Antonio, TX: Pearson Education. Retrieved from http://www.thinkwatson.com/mythinkingstyles.
• Duran, M., & Dokme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science & Technology Education, 12(12), 2887-2908.
• Ennis, R. H. (1993). Critical Thinking Assessment. Theory into Practice, 32(3), 179-86.
• Foster, J. (2009). Thinking Skills in: B. Kerr (Ed.) Encyclopedia of giftedness, Creativity, and talent (pp. 898- 899). California: SAGE.
• Gumus, S. S., Gelen, S., & Keskin, A. (2013). Value acquisition, critical thinking skills and the performance of 6th grade students. Education, 41(3), 254-264.
• Halpern, D. (2003). Thought and knowledge: An introduction to critical thinking. (4th Ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
• Hendricson, W. D., Andrieu, S. C., & Chadwick, G. (2006). Educational strategies associated with development of problem-solving, critical thinking, and self-directed learning. Journal of Dental Education, 70, 925-936.
• Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56, 1023-1031.
• Ikuonobe, P. (2001). Teaching and assessing critical thinking abilities as outcomes in an informal logic course. Teaching In Higher Education, 6(1), 19-32.
• Kealey, B. T., Holland, J., & Watson, M. (2005). Preliminary evidence on the association between critical thinking and performance in principles of accounting. Issues in Accounting Education, 20(1), 33-49.
• Ku, K. Y. L. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76.
• Mabruroh, F., & Suhandi, A. (2017). Construction of critical thinking skills test instrument related the concept on sound wave. IOP Conf. Series: Journal of Physics: Conf. Series, 812 (012056), 1-7.
• Makoolati, N., Amini, M., Raisi, H., Yazdani, Sh., & Razeghi, A. V. (2015). The effectiveness of Guided Discovery Learning on the learning and satisfaction of nursing students, Hormozgan Medical Journal, 18(6), 490-496.
• Onyancha, R., Armour, K., & Endrizzi, M. (2006). Teaching inquiry and the impact of performance based assessments. In Proceedings of the ASEE New England Section 2006 Annual Conference. New England.
• Pedaste, M., Maeots, M., Siiman, L. A., Jong T, d., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61.
• Radzi, R. M., Abdullah, M. N. S., & Muruthi, K. (2017). Inquiry-discovery teaching approach as a means to remediate primary students’ misconception about the phases of the moon. Overcoming Students’ Misconception in Science, 71-87.
• Richardson, V., & Renner, J. W. (1970). A study of the inquiry-discovery method of laboratory instruction, Journal of Chemical Education, 47(1), 77-79.
• Saab, N., van Joolingen, W. R., & van Hout-Wolters, B. H. A. M. (2005). Communication in collaborative discovery learning. British Journal of Educational Psychology, 75, 603-621.
• Sund, R. B., & Trowbridge, L. W. (1973). Teaching Science by Inquiry in the Secondary School. Columbus Ohio, Charles E. Merril Publishing Company.
• Sweller, J. (2009). What human cognitive architecture tells us about constructivism? In S. Tobias & T. M. Duffy (Eds.), Constructivist theory applied to instruction: Success or failure? (pp. 127–143). New York, NY: Taylor & Francis.
• Tompoa, B., Ahmada, A., & Murisa, M. (2016). The development of discovery-inquiry learning model to reduce the science misconceptions of junior high school students, International Journal of Environmental & Science Education, 11(12), 5676-5686.
• Whiley, D., Witta, B., Colvina, R. M., Arruea, R. R., & Kotira, J. (2017). Enhancing critical thinking skills in first year environmental management students: a tale of curriculum design, application and reflection, Journal of Geography in Higher Education, 41(2), 1-16.

APA

Wartono, Hudha, M. N., & Batlolona, J. R. (2018). How Are The Physics Critical Thinking Skills of The Students Taught by Using Inquiry-Discovery Through Empirical and Theorethical Overview?. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 691-697. https://doi.org/10.12973/ejmste/80632

Vancouver

Wartono, Hudha MN, Batlolona JR. How Are The Physics Critical Thinking Skills of The Students Taught by Using Inquiry-Discovery Through Empirical and Theorethical Overview?. EURASIA J Math Sci Tech Ed. 2018;14(2):691-7. https://doi.org/10.12973/ejmste/80632

AMA

Wartono, Hudha MN, Batlolona JR. How Are The Physics Critical Thinking Skills of The Students Taught by Using Inquiry-Discovery Through Empirical and Theorethical Overview?. EURASIA J Math Sci Tech Ed. 2018;14(2), 691-697. https://doi.org/10.12973/ejmste/80632

Chicago

Wartono, Muhammad Nur Hudha, and John Rafafy Batlolona. "How Are The Physics Critical Thinking Skills of The Students Taught by Using Inquiry-Discovery Through Empirical and Theorethical Overview?". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 2 (2018): 691-697. https://doi.org/10.12973/ejmste/80632

Harvard

Wartono, Hudha, M. N., and Batlolona, J. R. (2018). How Are The Physics Critical Thinking Skills of The Students Taught by Using Inquiry-Discovery Through Empirical and Theorethical Overview?. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), pp. 691-697. https://doi.org/10.12973/ejmste/80632

MLA

Wartono et al. "How Are The Physics Critical Thinking Skills of The Students Taught by Using Inquiry-Discovery Through Empirical and Theorethical Overview?". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 2, 2018, pp. 691-697. https://doi.org/10.12973/ejmste/80632