Abstract
<p style="text-align:justify">The objective of this research is to analyze the twelfth graders' mathematics critical thinking skills using a mathematics learning model to stimulate fundamental critical thinking abilities of science courses in SMA Negeri, Pacitan Regency, East Java Province, Indonesia. This quasi-experimental research design was used in this study with one group posttest only design using multiple substantive posttests. The sample of 141 students from the total population of six public schools involving the twelfth graders of the natural sciences was selected through purposive sampling technique, data were taken through tests of students' critical thinking skills and interviews. The data analysis consists of five stages, namely an analysis of one sample t-test, an analysis of students' grades, an analysis of problem-solving stages, an analysis of critical thinking abilities indicators, and an analysis of mathematics critical thinking abilities indicators. The results showed (1) The results of the one sample t-test show that the mathematics learning model is effective to stimulate critical thinking, which means that the application of the mathematics learning model is effective to stimulate critical thinking; (2) the overall grades of students that met the minimum mastery criteria; (3) the data analysis of eleven problem-solving stages proves that the criteria for critical thinking abilities are categorized as good and very good. The highest score indicator considers the principle and definition of transformation, while the lowest grade indicator is mainly concerned with the questions on right and coherent steps; (4) the critical thinking skills have seven indicators that highlight the criteria of students' critical thinking abilities categorized as good and very good. The indicators that get the highest score determine the definitions of terms, while the indicators of the lowest score determine the action; (5) the results of the analysis show indicators of mathematics critical thinking skills that have eight indicators. The criteria of students' critical thinking abilities met good and very good categories along with indicators with the highest value score by considering the definitions of terms, while the indicators of the lowest score deal with the habit of caution.</p>
Highlights
Indonesia has ranked at the bottom of the list in terms of the Human Development Index (HDI) for several years
The sheer focus is on the mathematics learning models that stimulate critical thinking skills through the core activities and learning tools
The results showed that the application of the mathematics learning model to stimulate critical thinking which was analyzed based on one sample t-test analysis, analysis of students' total scores, analysis of problem solving stages, analysis based on indicators of critical thinking skills, and analysis based on indicators of mathematical critical thinking skills as a whole showed positive results on students' critical thinking skills
Summary
Indonesia has ranked at the bottom of the list in terms of the Human Development Index (HDI) for several years. Indonesia's 2014 HDI was 110th out of 188 countries with a HDI value of 0.684 (United Nations Development Programme [UNDP], 2016). There has been an increase in 2019 where Indonesia has joined the ranks of countries in the world with high human development (UNDP, 2019). The current low quality of Indonesian human resources results from the low quality of education (President of Indonesia, 2003). This can be viewed from wide-ranging micro indicators whose results show that Indonesian students have dissatisfactory performance resulting in students' low critical thinking skills
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