Abstract
This study aims to describe and determine mathematical critical thinking skills based on students' self-esteem. This type of research is a mixed method with a sequential explanatory research design. The population in this study were first year mathematics education students who took geometry courses with the sampling technique used purposive sampling. Determination of the subjects grouped based on self-esteem with high, medium, and low categories to be interviewed about students' critical thinking skills. The instruments in this study were tests and interviews. The results showed that description of mathematical critical thinking skills in terms of self-esteem of students varied. Four students indicate this with high self-esteem obtained by mathematical critical thinking skills results in the form of two students in high category and two students in medium category. From 25 students with moderate self-esteem, the results of the mathematical critical thinking skills were obtained in the form of five high category students, 14 moderate category students, and six in the low category students. From three students with low self-esteem, the results of the mathematical critical thinking ability result in the form of one student in the high category and two students in the low category. It can be concluded that there is a not too significant effect on students' critical thinking skills. Meanwhile, there are differences in students' critical thinking skills in terms of self-esteem at high, medium, and low levels.
Highlights
In mathematics, prospective teachers or students of mathematics education must have the ability to think logically, analytically, systematically, critically, and creatively to face everevolving life through actions (Bardach & Klassen, 2020; Hasibuan et al, 2018; Kuncoro et al, 2018; Susilo et al, 2019)
Prospective teachers or students of mathematics education must have the ability to think logically, analytically, systematically, critically, and creatively to face everevolving life through actions (Bardach & Klassen, 2020; Hasibuan et al, 2018; Kuncoro et al, 2018; Susilo et al, 2019). Those ability refers to the ability to think at a higher level (Sulistyowati et al, 2019; Widodo et al, 2020) because mathematics is required to think about a problem deductively and inductively and to solve a mathematical problem, not with one solution (Ansori et al, 2020)
Mathematical thinking is critical because it can help student to understand the necessity of using knowledge and skills; learning how to learn by oneself and attaining the abilities required for independent learning (Isoda & Katagiri, 2012)
Summary
Prospective teachers or students of mathematics education must have the ability to think logically, analytically, systematically, critically, and creatively to face everevolving life through actions (Bardach & Klassen, 2020; Hasibuan et al, 2018; Kuncoro et al, 2018; Susilo et al, 2019) Those ability refers to the ability to think at a higher level (Sulistyowati et al, 2019; Widodo et al, 2020) because mathematics is required to think about a problem deductively and inductively and to solve a mathematical problem, not with one solution (Ansori et al, 2020). Mathematical thinking is critical because it can help student to understand the necessity of using knowledge and skills; learning how to learn by oneself and attaining the abilities required for independent learning (Isoda & Katagiri, 2012) This ideal objective has yet to be fully realized. The difficulty in geometry heightens when the materials related to Geometry has to be delivered to elementary, middle, and high school students (Sulistyowati et al, 2017)
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