Teachers’ Perceptions of Innovative Learning Model toward Critical Thinking Ability

Hamdah Munawaroh,Riyadi Riyadi,Sudiyanto Sudiyanto

doi:10.12973/ijem.4.3.153

Abstract

<p style="text-align:justify">The aim of this study is to investigate teachers’ perceptions about the importance of learning innovation toward critical thinking ability in learning mathematics. The subjects in this study are the teachers and the students of grade Vin Al-Islam 6 Al-Fajar, Muhammadiyah 23 and Cokroaminoto Islamic Elementary School Surakarta. The research method used in this research is qualitative case study. The problem in the research is the students' mathematics score is low that is seen from the results of the daily test’s students which showed 85% get grades below the minimal mastery criteria there is 60. The analysis technique used is triangulation. Validation used is qualitative descriptive. Based on the results of interviews to a number of teachers who teach mathematics in the fifth-grade in Pasarkliwon sub-district, it can be concluded that students' critical thinking ability in mathematics is low so that it is required innovative learning model used by the teachers.</p>

Highlights

Based fromNugroho and Arifin’s Opinion (2016) in the current era of the 21st century, there are three important contents of academy such as 3Rs (Reading, Writing and Arithmetic) and 4Cs underlying individuals in high-order thinking
The aim of this study is to investigate teachers’ perceptions about the importance of learning innovation toward critical thinking ability in learning mathematics
Based on the results of interviews to a number of teachers who teach mathematics in the fifth-grade in Pasarkliwon sub-district, it can be concluded that students' critical thinking ability in mathematics is low so that it is required innovative learning model used by the teachers

Summary

Introduction

Based fromNugroho and Arifin’s Opinion (2016) in the current era of the 21st century, there are three important contents of academy such as 3Rs (Reading, Writing and Arithmetic) and 4Cs (critical thinking and problem solving, collaboration, communication, and creativity) underlying individuals in high-order thinking. Critical thinking is the ability to give reasons in an organized way and to evaluate the quality of the reasons systematically. Based from Wulandaril at all (2017) opinions Critical thinking is the ability to analyze and evaluate information, increase important questions, formulate problems clearly, collect and assess relevant information, use abstract ideas, think openly, and communicate effectively with others. In Bloom's taxonomy, the indicator of the critical thinking achievement in learning occurs when students can perform at the level of analyzing, synthesizing, and evaluating

Objectives

Methods

Conclusion