Peningkatan Kemampuan Berpikir Kritis dan Disposisi Matematis Siswa Antara Guided Inquiry dan Problem Posing

Abstract

This study aimed to analyze the improvement differences of critical thinking skills and mathematical dispositions between those who got the Guided Inquiry learning model and the Problem Posing learning model. The method of this research was quasi-experimental. The instrument was a mathematical critical thinking ability test, a Likert scale questionnaire, and an observation sheet. The population was all students of class X MIPA in one of the public high schools at Garut. The sample was class X MIPA 6 the Guided Inquiry learning model and class X MIPA 1 as the class the Problem Posing learning model. Purposive sampling was chosen in defining the sample. The results showed that there was no difference in the improvement of critical thinking skills and students' mathematical critical thinking dispositions between those who received the Guided Inquiry learning model and Problem Posing. The improvement of students' critical thinking skills who received the Guided Inquiry and Problem Posing learning model was interpreted to have a high increase, while the critical thinking disposition both had a low increase. There was no relationship between critical thinking enhancement through mathematical critical thinking disposition of students who got the Guided Inquiry and Problem Posing learning model.