Analysis of students’ critical thinking skills on social arithmetics with jumping task

Abstract

This study describes critical thinking skills of students at MTsN Banyuwangi in solving social arithmetic problems based on jumping tasks. The critical thinking indicators used in this study are focus, reason, inference, situation, clarity, and overview. The data collection methods used are tests and interviews. The subjects studied further in this study were 6 students. The six students consisted of two students from each category of high, medium and low ability. This study used a qualitative approach with a type of descriptive research. The results show that students with high category critical thinking skills can fulfill 6 criteria of critical thinking, medium category students can meet focus, reason, inference, and situation criteria, while students of low category critical thinking can meet focus and situation criteria. Thus, it can be concluded that learning using the jumping task method helps the students’ critical thinking skills become better.