Abstract
The ability to think critically and mathematically is strongly needed so that the students are able to face the challenges of 4.0 industrial revolution. By thinking critically, they are expected to be more adaptive in finding solutions to each problem. This study aims to identify the students' mathematical critical thinking skills in solving differential calculus problem solving based on some indicators of mathematical critical thinking skills in learning using cognitive growth model. This is a Classroom Action Research (CAR) which was caried out within four weeks in the odd semester of academic year 2018/2019. The subjects of this study were the first-year students of the Mathematics Education Program in one of higher education institutions in Magelang, Central Java who took the Differential Calculus course. Data collection techniques in this study were test, observation, and interviews. The test results were then analyzed quantitatively, and the indicators of critical thinking skills in each question were also described. Based on the results of the study, it can be shown that about 30% students who begin to think critically is initiated by achieving the indicator of analyzing the arguments. However, not all students who begin to think critically are also able to draw conclusions precisely through deductive and inductive reasoning. There are only five or 16.67% who have been able to draw conclusions correctly.
Highlights
In current 4.0 Industrial Revolution era, someone must have 21st century abilities or skills, namely critical thinking and problem solving, creative and innovative, communication, and collaboration
This study aims to identify the mathematical critical thinking skills of the students in solving problems of differential calculus topic using the cognitive growth model
The students’ test results were analyzed using critical thinking indicators to determine the percentage of indicators achievement in each question
Summary
In current 4.0 Industrial Revolution era, someone must have 21st century abilities or skills, namely critical thinking and problem solving, creative and innovative, communication, and collaboration. Cheng (2017) stated that 21st century skills and literacy include basic skills, technology skills, problem solving skills, communication skills, critical and creative thinking skills, information or digital skills, inquiry or reasoning skills, interpersonal skills, and multicultural and multilingual skills. Costa (as cited by Liliasari, 2001) categorized complex thinking process or higher-order thinking into four groups which include problem solving, decision making, critical thinking, and creative thinking. Krulik & Rudnick (1995) argued that basic thinking, critical thinking, and Aprilia Nurul Chasanah /Journal of Research and Advances in Mathematics Education, 2019, 4(2), 112-123 creative thinking are part of reasoning in order to think well. They can develop critical thinking skills when dealing with mathematical problems, identify possible solutions, and evaluate the results (Su, Ricci, & Mnatsakanian, 2016)
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