Abstract
The aim of study is to determine the level of critical thinking skills in materials science teacher candidate substances and energy. The method used a one-shot case study. The research found that (1) the average score of critical thinking skills prospective science teachers matter and energy on the material included in the medium category, (2) the average score of critical thinking skills in materials science teacher candidate substance and its form is included in the medium category, the material included in the category of low heat, and heat transfer material is low, and (3) at the material substance and its form: the average score interpretation and evaluation indicators included in the medium category; indicator analysis and inference in the high category. In the heat of the material: the average score indicator interpretation and analysis included in the low category, and the inference indicators in the high category and evaluation indicators included in the medium category. On the matter of heat transfer: the average score of the indicators included in the category of high- inference, evaluation indicators included in the medium category and indicator interpretation and analysis included in the low category. Based on these findings concluded that through the implementation of portfolio-based learning model critical thinking skills teacher candidates in the material substance and energy are included in the category of medium and some indicators still require critical thinking skills and comprehensive training on an ongoing basis.