Habits of Mind of Prospective Science Teachers: Exploring Cognitive Dispositions in Designing Science-Based Halal Products

Abstract

This study aimed to map the Habits of Mind profiles of prospective science teachers in designing science-based halal products. The research employed a quantitative descriptive survey design involving prospective science teachers who had completed courses related to science and product development. Data were collected using a validated Habits of Mind questionnaire encompassing key dimensions such as persistence, flexible thinking, metacognitive thinking, applying past knowledge to new situations, questioning and problem posing, and striving for accuracy. Descriptive statistical analyses, including means, and categorical classifications, were conducted to determine the levels of students’ Habits of Mind. The findings revealed that the overall Habits of Mind of prospective science teachers were categorized as moderate and high. The strongest dimensions were thinking flexibly, thinking about thinking (metacognition), and applying past knowledge to new situations, indicating that students were capable of adapting scientific concepts to the development of halal products. However, several dimensions, particularly questioning and problem posing as well as striving for accuracy, and taking responsible risks showed relatively lower scores and require further enhancement through instructional interventions. These findings provide valuable insights into the cognitive dispositions of prospective science teachers and underscore the importance of integrating Habits of Mind-oriented learning experiences into science teacher education programs. Such efforts may better prepare future science teachers to engage in innovative, scientifically grounded, and ethically responsible halal product development.