The Change in Mathematics Teachers' Perceptions of Critical Thinking after 15 Years of Educational Reform in Jordan

Mathematical critical thinking skills are critical thinking skills that involve cognitive processes and encourage students to think reflectively which are developed in mathematics learning. Mathematical critical thinking skill is necessary for students in solving mathematical problems. However, in reality, many students have low critical mathematical thinking skills. Several researchers have studied there is correlation between mathematical critical thinking skill to students habits of mind. Therefore, this research aims to determine the correlation between habits of mind and critical mathematical thinking abilities of class IX students at SMP Negeri 1 Montong Gading. This research is a non-experimental descriptive quantitative research with a correlation method. Sampling method used purposive sampling technique to obtain data from class IX B students of SMPN 1 Montong Gading with a total of 26 students as samples. Data collection techniques include giving habits of mind questionnaires, testing students' critical mathematical thinking skills and interviews. This research uses descriptive techniques and prerequisite tests. The research results show that habits of mind and mathematical critical thinking skills are included in the medium category with percentages of 65% and 62%. The results of the correlation analysis using the pearson product moment formula show that there is a significant relationship between habits of mind and students' mathematical critical thinking abilities with a correlation value of 0.481946, which is categorized as a medium level correlation. Keywords: Habits of mind, mathematical critical thinking

The COVID-19 pandemic which has spread throughout the world in early 2020 has had an impact on teaching and learning activities in schools. The Ministry of Education and Culture and several regional officials issued policies in the form of changing teaching and learning activities to be carried out online. This study aims to determine how many factors influence students' critical thinking in mathematics in the online learning process during the covid-19 pandemic and to determine the significant factors in influencing students' critical thinking. The population in this study were senior high school students at Tabib Tabanan Jl. Bunga Kardiol Ladang Bambu and the number of samples was 29 students. The instrument in this research is in the form of a questionnaire or questionnaire. The results of this study found that the analysis of students' critical thinking in mathematics in the online learning process during the covid-19 pandemic had a positive effect. In the reliability test, physical condition has a value of 0.679%, meaning that the indicator of physical condition affects critical thinking by 67.9% and anxiety has a value of 0.675%, meaning that the indicator of anxiety affects critical thinking. So it can be concluded that the factor that influences students' critical thinking in learning mathematics is the factor that has the highest score is the physical condition factor. So it is necessary for students to continue to maintain their physical condition in learning so that the results of learning mathematics are optimal

The students' mathematical critical thinking ability is categorized as still not good due to the teaching and lack of use of instructional media in the learning process. These factors also contribute to the students' low level of learning independence. Several studies have found that the mathematical critical thinking ability is still below average. One of the teaching methods that can help improve students' mathematical critical thinking ability is Realistic Mathematics Education (RME) assisted by mobile learning. This study aims to: (1) Test the effectiveness of RME assisted by mobile learning on students' mathematical critical thinking ability, and (2) Analyze and understand students' mathematical thinking ability in terms of their learning independence in RME assisted by mobile learning. The research method used is a mixed method with concurrent embedded research design. Quantitative research serves as the primary method, and qualitative research as the secondary method. The population in this study consists of seventh-grade students at MTs Al Wahdah Sumber in the academic year 2022/2023. The sample is determined using purposive sampling technique, selecting two classes as samples - Class VII A as the control group and Class VII B as the experimental group. Data collection techniques used in this study include tests, questionnaires, documentation, and interviews. Data analysis includes individual mastery test, classical mastery test, mean difference test, and proportion difference test. The results of this study indicate that: (1) RME assisted by mobile learning is effective in improving students' mathematical critical thinking ability, as evidenced by the average mathematical critical thinking ability of the experimental group reaching the actual mastery level, 75% mastery proportion in the experimental group, higher mean difference in the experimental group compared to the control group, and higher proportion in the experimental group compared to the control group, and (2) Diverse mathematical critical thinking abilities were found in the low, medium, and high learning independence groups.

The role of teachers as implementers is crucial in the execution of the Independent Curriculum. Teaching modules can serve as guidelines for teachers to ensure effective and efficient learning. Strengthening literacy and numeracy is one of the demands of the Independent Curriculum, aiming to develop students with critical mathematical thinking skills to compete globally. However, field observations indicate that teachers still require guidance in compiling teaching modules that align with the Independent Curriculum and meet their students' needs. This descriptive study analyzes teachers' needs for integrated literacy and numeracy teaching modules to enhance students' critical thinking skills. Data were collected through a non-test questionnaire distributed via Google Forms to junior high school/MTs mathematics teachers in Riau, with 11 participants. The study's results indicated that 72.7% of teachers expressed a significant need for integrated literacy and numeracy teaching modules to improve students' critical mathematical thinking abilities. Additionally, the analysis revealed that some teachers had developed their own teaching modules, but these lacked the integration of literacy and numeracy, and did not facilitate students' critical mathematical thinking skills. This highlights the necessity for the development of integrated literacy and numeracy teaching modules to enhance students' critical mathematical thinking skills.

The purposes of this study are 1) to describe the level of students’ critical thinking ability in learning Complex Analysis based on the results of diagnostic assessments, 2) to identify errors experienced by students in solving problems that measure mathematical critical thinking ability in learning Complex Analysis based on the results of diagnostic assessment, and 3) to determine instructional therapy for students who experience errors in solving problems that measure mathematical critical thinking ability in learning Complex Analysis based on results diagnostic assessment. The research design uses a combination of quantitative and qualitative research, with simultaneous models not balanced. The population of the research was Mathematics Department students of FMIPA UNNES in 2017/2018 who had participated in complex analysis studies consisting of two classes with a population size of 68. The samples were randomly selected from two classes with a sample size of 33. The four subjects were selected from two levels. Criticaland normal of each of the two students. Data were analysed quantitatively and qualitatively. The results of the study show that student learning outcomes on achieving critical mathematical thinking ability in complex analysis learning are complete. There are two levels of students’ critical thinking ability, namely critical and normal levels. The results of the analysis of students’ mathematical critical thinking ability, subject to a critical level, there are four indicators of questions that have not been reached. These indicators include aspects of assumptions, deductions, interpretations, and judging arguments. Subjects are of normal level, there are eleven indicators of questions that have not been reached. These indicators include all aspects of mathematical critical thinking ability namely, inferential, assumptions, deductions, interpretations, and judging arguments. The diagnosis of errors found that subjects with normal levels experienced errors of all types, namely errors of understanding, process, conclusion, transformation, and carelessness, as well as lack of material mastery. Subjects with critical levels experience misunderstanding and conclusions.

This research addresses the low critical mathematical thinking abilities of students when facing mathematical problem-solving challenges. The study aims to evaluate the impact of implementing various teaching approaches, including Contextual Teaching and Learning (CTL), Problem-Based Learning (PBL), and Direct Instruction (DI) models, on students' critical mathematical thinking abilities. Participants included 276 eighth-grade students from SMP La Tansa Mashiro 1, 2, and 3 in Lebak Banten during the academic year 2022/2023, divided into three classes. Samples were selected using simple random sampling, resulting in 94 students for CTL, 92 students for PBL, and 90 students for DI instructional models. Data collection involved self-efficacy questionnaires and critical mathematical thinking ability tests, analyzed using a two-way ANOVA. The findings suggest that implementing CTL and PBL models positively influences students' critical mathematical thinking abilities. Additionally, students' self-efficacy levels contribute significantly to their critical mathematical thinking abilities. Furthermore, a significant interaction was observed between the implementation of CTL, PBL, and DI models and students' efficacy levels, collectively influencing students' critical mathematical thinking abilities. These results emphasize the importance of employing active approaches, such as contextual, problem-based, and direct instructional methods, while also enhancing students' self-confidence to improve their critical mathematical thinking abilities. It is hoped that implementing these recommendations will enhance the effectiveness of mathematics learning and foster the development of students' critical thinking skills.

Joint Learning Groups (JLG) are groupings of students where one group of students works with activities that are interrelated with other groups, resulting in a set of interlinked activities. Task Planning Groups (TPG) are grouped based on the task plan that the teacher will give. This research aims to determine the increase in students' mathematical critical thinking skills after different treatments in the final test. The experimental research method aims to determine the increase in students' critical mathematical thinking skills using the Join Learning Groups technique and the results of students' critical mathematical thinking using the Task Planning Groups technique regarding Systems of Linear Equations in Two Variables. Research at SMPN 11 Jambi City, which was the sample for class VIII experimental group VIIIJ control group VIIIK. Experiments were treated with the JLG technique, and controls were treated with the TPG technique. From the results of this research hypothesis research using the t-test and SPSS.25, with tcount = 3.08 – 1.667, the JLG Technique further improves critical thinking skills with the TPG Technique in class VIII SMPN 11 Jambi City. The results of students' critical mathematical thinking using the JLG technique were 83.33, and the TPG technique was 75.03, better than the results of students' critical mathematical thinking using the TPG technique. In this research, it is recommended that teachers pay more attention to techniques that can improve student learning outcomes.

Indonesian students’ mathematics performance remains below the OECD average, particularly on items requiring reasoning, interpretation of data, and problem-solving in real-world contexts. Although PISA outcomes are influenced by multiple factors, including curriculum alignment, learning opportunities, and socioeconomic conditions, prior studies indicate that students’ difficulties with non-routine, reasoning-based tasks reflect limitations in higher-order mathematical thinking. In this context, strengthening students’ mathematical critical thinking remains an urgent instructional challenge. This study aimed to determine whether students’ mathematical critical thinking skills improved more significantly after using a Google Classroom-based Comprehensive Mathematics Instruction (CMI) model than after regular learning. Additionally, this research examined changes in students’ mathematics self-efficacy before and after the intervention and explored the relationship between mathematical critical thinking skills and mathematics self-efficacy. A quasi-experimental nonequivalent control group design was employed. The population consisted of all tenth-grade students at SMAN 1 Jalancagak, with a purposive sample of 70 students drawn from two classes (X-10 and X-9). Data were collected using a mathematical critical thinking test and a mathematics self-efficacy questionnaire. The results show that students using the Google Classroom-based CMI model achieved significantly greater improvements in mathematical critical thinking skills than those in standard learning. Moreover, students’ mathematics self-efficacy increased significantly following implementation of the model. The analysis also found a statistically significant, though modest, relationship between mathematical critical thinking skills and mathematics self-efficacy. These results indicate that combining structured cognitive instruction with digital learning environments can enhance students’ mathematical critical thinking and mathematics self-efficacy, while recognising that broader contextual factors influence their mathematics development achievement. Keywords: CMI model, google classroom-based CMI model, google classroom, mathematical critical thinking skills, mathematics self-efficacy.

One of the important mathematical thinking skills that students master is critical thinking skills. In fact, students' mathematical critical thinking skills in Indonesia are still relatively low. One of the factors that cause students to have low mathematical critical thinking skills is the use of less creative media. This study was conducted by analyzing the effect of using H5P interactive media on mathematical critical thinking skills. The purpose of this study was to determine the effect of using H5P Interactive Media on the mathematical critical thinking skills of students in grade IX SMP Negeri 1 Ketapang. The samples in this study were students of class IX B as the experimental class and students of class IX C as the control class. The design used was a pretest-posttest control group design. The data of this research is quantitative data obtained from a mathematical critical thinking ability test. Based on the results of hypothesis testing using a t-test with α = 0.05, it was found that the increase in mathematical critical thinking ability of students who took part in learning by using H5P interactive media was higher than the increase in mathematical critical thinking ability of students who took part in learning without using H5P interactive media. It can be concluded that the use of H5P interactive media has an effect on students' mathematical critical thinking skills.

This research is a quantitative research that aims to (1) examine the differences of students 'mathematical critical thinking ability in terms of self regulated learning which gain learning with metacognitive approach and students who only get ordinary learning (2) examine the influence of self regulated learning on students' mathematical critical thinking ability and (3) to describe students' mathematical critical thinking skills in terms of self regulated learning. Subjects in this research were students of class XI in MAN 1 Cimahi with the subject amounted to 64 students consisting of the control class and experimental class. Subjects were divided into three groups based on self-regulated learning level, specifically high level, medium level, and low level. Based on the results of the research, it’s found that (1) the ability of mathematical critical thinking in the experimental class is better than the mathematical critical thinking ability of the control class (2) the students' self-regulated learning of the experimental group positively influences the critical thinking skills of mathematics (3) The students of high level already able the indicators of critical thinking ability. The students of medium level are still experiencing errors in the algorithm resulting in incorrect results and conclusions. The Students of low level have not been able to meet the indicators of critical mathematical thinking ability.

The flipped learning approach of instruction sees classroom lectures moved outside of classrooms through devices and technology. Homework is moved inside classrooms as learning activities. Due to the COVID-19 outbreak, cloud-based education platforms - the organization of the educational environment in the cloud as a tool to enable teaching and learning - have been widely deployed to support online instruction. In this study, flipped cloud learning, incorporating approach of advancing mathematical thinking, were conducted in Mathematical Analysis course to study students’ mathematical critical thinking. A quantitative method, using a pre-test-post-test design, was employed with a group of 56 undergraduate mathematics students. The research instrument was a mathematical critical thinking ability test. The quantitative data were analyzed using the descriptive analysis, n-gain and t-test. The findings revealed that students had statistically significant mathematical critical thinking of higher than 60% of the full score at the .05 level. There was an increase in students’ mathematical critical thinking abilities with a mean n-gain of .64, which was moderate. The findings also show that the students’ mathematical critical thinking was significantly enhanced by this approach at .05 level. Thus, it could be summarized that integrating strategy for advancing mathematical thinking into flipped cloud learning positively affected students’ mathematical critical thinking. The results also suggest that this reformed learning approach might be usefully employed as an instruction model in the new normal context.

Critical thinking is a skill that is essential for students in the 21st century. Critical thinking is also important to be understood by the teachers. The purpose of this research was to determine the mathematics teachers' perceptions of critical thinking. The purposed-design survey method was used in this research in which the researchers used the questionnaire to gather the information—31 mathematics teachers as respondents. The phone call interview was then conducted to get the detailed information. Based on the analysis of teachers' responses, more than half of the teachers seemed not to have a clear understanding of critical thinking. However, almost all of the teachers claimed that critical thinking could help students learn mathematics better. Then almost all of the teachers claimed that they had developed students' critical thinking skills in learning mathematics but experienced obstacles in its application, such as time constraints and students' lack of focus. This study could provide an overview and information related to what mathematics teachers understand related to critical thinking and could be used as evaluation material to create a curriculum to apply critical thinking in learning activities or further research related to critical thinking.

The learning model applied in mathematics learning is expected to shape, develop and even improve students' critical thinking skills. This study aimed to: (1) analyze the differences in the improvement of students' mathematical critical thinking skills between students who learn to use the Problem Based Learning model and students who use the Discovery Learning model, and (2) to find out the interaction between the learning model and students' initial mathematical abilities towards improving their students' mathematical critical thinking ability. The research used a quasi-experimental type with a 2 x 3 factorial design that uses a two-way analysis of variance technique. This research took place at Public Senior High School 6 Ambon. The test instrument used was in the form of descriptive questions, which are based on indicators of mathematical critical thinking skills, according to Facione. Data analysis carried out in this research was in the form of normality test, homogeneity test, gain index analysis, and hypothesis testing. The research hypotheses were tested using Two-Way ANOVA. The results obtained indicate that: (1) there is no difference in increasing mathematical critical thinking skills between students who learn by using the Problem Based Learning learning model and students who learn by using the Discovery Learning learning model, and (2) there is a difference in the improvement of students' mathematical critical thinking skills based on their students' initial mathematical abilities, (3) learning models and students' initial mathematical abilities are believed to be 95 percent able to influence the improvement of students' mathematical critical thinking skills.

As the pre-service mathematics teachers, their mathematical critical thinking ability influences students’ mathematical learning and innovative thinking. So, more and more researchers have begun to pay attention to the research on pre-service mathematics teachers’ mathematical critical thinking ability in China. The relevant results were summarized with the literature research method and the following conclusions are drawn: Firstly, the research on pre-service mathematics teachers’ mathematical critical thinking ability mainly focuses on the concept of mathematical critical thinking, the current situation of pre-service teachers’ ability, the influencing factors, and the cultivation measures. Secondly, the influencing factors and cultivation measures of mathematical critical thinking ability are the hot issues of current research. Thirdly, the research method is single. Most researchers just use theoretical thinking to analyze the influencing factors and cultivation measures. Fourthly, the suggestion about improving pre-service mathematics teachers’ mathematical critical thinking is a blank spot. Therefore, it is suggested to use more research methods on mathematical critical thinking ability to find more comprehensive influencing factors and more reasonable enhancement measures.

The purpose of the study is to examine whether or not there is an increase in students’ critical and creative thinking skills using double-loop problem solving (DLPS) learning compared to ordinary learning. The method of this research is a quantitative method, with a pretest-posttest design. The population of this study involved all class VIII students in one of the Cimahi Junior High Schools, while the sample selected by two classes VIII consisted of the experimental class namely students who received DLPS learning and control classes namely students who received ordinary learning. The technique of processing N-gain scores using IBM-24 SPSS software. The results of this study are 1) increasing the ability of mathematical creative thinking of students who use DLPS learning better than students who use ordinary learning and 2) increasing the ability of mathematical critical thinking students who use DLPS learning is no better than students who use ordinary learning. In general it can be concluded that DLPS learning can improve students ‘creative mathematical thinking skills but have not been able to improve students’ mathematical critical thinking skills, especially in junior high school.