Abstract
This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.
Highlights
In this information era, critical thinking is a necessary skill that people should have to become good global citizens
This study proposes the following hypothesis: 1) There is a different development of critical-mathematical thinking skill between learners who are taught by using Problem Based Learning Cognitive Conflict Strategy (PBLCCS) and those taught by Explicit Direct Instruction (EDI)
Students in experiment group were exposed to Problem Based Learning and Cognitive Conflict Strategy (PBLCCS) whereas those in control group are taught by Explicit Direct Instruction (EDI)
Summary
Critical thinking is a necessary skill that people should have to become good global citizens. With this skill, they will always be careful in making every decision on certain given problems. They will always be careful in making every decision on certain given problems This skill is considered one of the chief goals and ideals in the area of education As a fundamentally necessary skill, critical thinking has a complex concept including cognitive skills and affective dispositions that influence the way teachers in presenting educational concepts to students Critical thinking supports intellectual curiosity (Thompson, 2011)
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