Mathematical Critical Thinking Research Articles

The Use of the Everyone is Teacher here Learning Strategy in Affecting Class X SMA Students' Mathematical Critical Thinking Ability

The ability to think critically mathematically is one of the important abilities required in learning mathematics at the senior high school level in the independent curriculum. This ability is also one of the abilities demanded by the 21st century educational revolution. The importance of this ability is not in line with the mathematical critical thinking abilities of high school students, as was the problem of research in class X MIA at SMA Negeri 1 Natar Lampung Selatan. Given the importance of critical thinking skills, the purpose of this study was to determine the effect of using Everyone is a Teacher Here strategy on students' mathematical critical thinking abilities. This research is a quasi-experimental study with a population of all students of class X MIA even semester of SMA Negeri 1 Natar Lampung Selatan consisting of 8 classes with a total of 228 students, while 2 classes were taken, namely class X MIA 8 as the experimental class totaling 36, and class X MIA 7 as the control class, totaling 36. The sample was taken using a random sampling technique. Students' mathematical critical thinking ability is measured by a test in the form of a description of 5 questions which have previously been tested for validity and reliability. Testing the hypothesis in this study using the t test. From the results of hypothesis testing, it can be concluded that the use of the Everyone is a Teacher Here strategy can influence the mathematical critical thinking skills of class X MIA students at SMA Negeri 1 Natar Lampung.

Research trends on flipped classrooms of mathematics creative thinking, critical thinking, and problem-solving skills

Some studies discussed learning outcomes, challenges, and the effect of media learning on flipped classrooms of mathematics creative thinking (MCeT), critical thinking (MCiT), and problem-solving (MPS) skills. None of the studies reviewed the research information. This study aimed to examine trend research by year and the diversity of research methods, quantitative research designs, research subjects, mathematics topics, research variables, data collection tools, test designs, data analysis methods, and learning media in articles published in Scopus, Education Resources Information Centre (ERIC), and Garba Rujukan Digital (Garuda) databases of mathematics educational journals from January 2018 to April 2023. The method of this study was the content analysis method. Twenty-two articles were evaluated in this study. The results showed that the research trend by year was increasing. The most type of research methods, quantitative research design, research subjects, mathematics topic, research variables, data collecting tools, kind of test design, data analysis techniques, and learning media were quasi-experimental design, eighth-grade junior high school students, three-dimensional shape, problem-solving, test sheet, pretest-posttest, t-test, and video, respectively. This study gave insights to other researchers for future decision-making on flipped classrooms of MCeT, MCiT, and MPS skills.

Development of PBL-Based Mathematics Teaching Modules to Improve The Mathematical Critical Thinking Skills of Elementary School Students

Penelitian ini bertujuan untuk mengembangkan Modul Ajar Matematika Berbasis Problem based learning Terhadap Peningkatan Kemampuan Berpikir Kritis Matematis Siswa SD dan menguji kualitasnya berdasarkan valid, praktis dan efektif. Penelitian ini menggunakan model pengembangan ADDIE (Analyze, Design, Develop, Implement, Evaluate). Penelitian ini dilakukan kepada 23 siswa kelas V SDN Pakujajar CBM. Instrument yang digunakan pada penelitian ini adalah lembar validasi oleh ahli materi dan ahli media untuk menguji validitas modul ajar matematika berbasis problem based learning, angket respon guru dan siswa untuk menguji kepraktisan modul ajar matematika berbasis problem based learning, dan tes kemampuan berpikir kritis matematis siswa untuk menguji keefektifan modul ajar matematika berbasis problem based learning. Teknik analisis data dalam penelitian ini menggunakan Uji Hipotesis dan N-Gain. Hasil penelitian diperoleh (1) Modul ajar matematika berbasis problem based learning termasuk ke dalam kategori sangat valid. (2) Berdasarkan angket respon guru dan siswa dihasilkan respon yang sangat baik mengenai modul ajar yang dikembangkan dan modul ajar matematika berbasis problem based learning termasuk ke dalam kategori sangat praktis. (3) Berdasarkan hasil analisis Uji Hipotesis dan N-Gain menunjukkan adanya peningkatan kemampuan berpikir kritis matematis siswa dengan kategori sedang, maka modul ajar matematika berbasis problem based learning dinyatakan efektif

Exploring the Role of Metacognition in Measuring Students’ Critical Thinking and Knowledge in Mathematics: A Comparative Study of Regression and Neural Networks

Exploring the Role of Metacognition in Measuring Students’ Critical Thinking and Knowledge in Mathematics: A Comparative Study of Regression and Neural Networks

THE EFFECTS OF USING FLIPPED CLOUD LEARNING WITH ADVANCING MATHEMATICAL THINKING APPROACHES ON UNDERGRADUATE STUDENTS’ MATHEMATICAL CRITICAL THINKING

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.

Fostering students’ mathematical critical thinking skills on number patterns through digital book STEM PjBL

21st-century learning requires students to have the competency problem-solving and critical thinking, creative thinking, collaboration and communication. However, the mathematical critical thinking skills of Indonesian junior high school students remain relatively low. Therefore, the study aims to develop a digital book STEM PjBL to foster the students’ mathematical critical thinking skills. To achieve this aim development and research of the Borg and Gall (Gall et al., 2007) model continued with the experimental research conducted using one group pre- and post-test design. Instrument tests of mathematical critical thinking skills and student perception questionnaires were employed to collect data. The findings indicate that the digital book STEM PjBL is valid and significant in fostering students’ critical thinking skills and has a positive impact on other 21st-century learning skills. Furthermore, the data shows that students are satisfied and interested in learning through active teaching and learning methods that incorporate ICT tools and STEM-PjBL aspects.

THE EFFECT OF THE FLIPPED CLASSROOM MODEL ON THE MATHEMATICAL CRITICAL THINKING ABILITY OF ELEMENTARY SCHOOL STUDENTS

This research study aims to determine the effect of the flipped classroom model on students' mathematical critical thinking skills. The research sample involved 35 grade 5 students of a public elementary school in Waai, Salahutu District, Central Maluku Regency. The research method uses a quasi-experimental and is analyzed using a paired sample test. The results of the analysis show that there is a positive influence from the flipped classroom learning model on students' mathematical critical thinking skills in the concept of fractionss. To find out the increase in critical thinking skills, N-gain is used. The findings showed that there was an increase, wherein the high category achieved an increase of 3.33%, the medium category was 93.34%, and the low category was 3.33%. The increase is because the flipped classroom model can create a dynamic and interactive mathematics learning environment with the help of learning videos, so students can think critically in exploring creative ideas to solve math problems

Mathematical critical thinking ability through Brain based learning model in view of self-regulated learning

The method used is quantitative with a quasi-experimental design. Data collection techniques using tests and questionnaires. Data analysis techniques by testing the increase in mathematical critical thinking skills and learning independence. The results showed that there were 23 students in the control class with a moderately critical category with a percentage of 71.875%. The critical category consists of 9 students with a percentage of 28.125%. In the experimental class there are 3 students in the critical category with a percentage of 9.375%. For the very critical category there are 29 students with a percentage of 90.625%. The results of the t test show that the P-value is 0.000 0.05, there is an increase in the ability to think critically mathematically through the brain based learning model. The results of the control class self-regulated learning were 5108 with a mean value of 63.85 in the fairly independent category. The experimental class is 6114 with an average value of 76.43 in the independent category. Test results with the t test show a P-value of 0.000 0.05, meaning that the class has independent learning in the experimental class.

Critical thinking in mathematics education: A bibliometric analysis

Mathematical critical thinking is one of the most important skills that students must possess. The ability to think critically in mathematics is an essential skill that can be developed through effective teaching practices and student engagement. This article presents the questions to be investigated regarding critical thinking using bibliometric analysis. Bibliometric analysis is a method used to analyze research articles related to a chosen topic. The data source for this analysis is Scopus. The search was filtered by subject area, document type, language, and publication year. According to the results from Scopus, a total of 148 documents related to mathematical critical thinking were obtained from 2019 until May 2023. Based on the co-occurrence analysis of authors' keywords, besides 'critical thinking' and 'critical thinking skills', 'secondary school' and 'secondary education' appeared most frequently, with 6 occurrences. These trends in the number of articles can provide insights into the research interests in this field.

Optimizing students' mathematical critical and creative thinking skills through the flip-a-team model with e-learning

In the present digital age, the utilization of e-learning platforms in education is becoming increasingly significant. This is especially true in the field of Mathematics Education, where there exists a challenge to enhance students' critical and creative thinking abilities. This research aimed to investigate the improvement in students' critical and creative mathematical thinking abilities through the implementation of a team project-based model, Flip-a-Team, within UNP's e-learning platform. A quasi-experimental research design was used, applying a post-test control group approach. The sample involved 64 students from a mathematics study program who were enrolled in the July - December 2022 semester. These students were divided into two groups: 32 students in the experimental group (Class A) that was instructed through the Flip-a-team model, and 32 students in the control group (Class B) that experienced problem-based learning. Based on an independent t-test, the results demonstrated that the mathematical learning process incorporating the Flip-a-Team model had a positive and significant impact on the students' critical and creative mathematical thinking abilities. The Flip-a-Team model is recommended for implementation in mathematics instruction. The UNP e-learning platform could serve as a feasible solution for digitally based mathematics education, particularly in fostering students' critical and creative thinking abilities in mathematics.

Students’ heterogeneous mathematical critical thinking skills in problem-based learning: A meta-analysis investigating the involvement of school geographical location

A discrepancy exists in students' mathematical critical thinking skills (MCTS) in mathematics classrooms implementing problem-based learning (PBL). The factor of school geographical location is predicted to affect the skill distinction of the students. This study aims to investigate and examine the school's geographical location assumed as a moderating factor of students' heterogeneous MCTS in PBL. Meta-analysis of 58 relevant documents containing 3,946 students and generating 59 effect sizes in the Hedges g unit was performed to conduct this study. Searching and selecting literature found 58 documents published from 2011 to 2021, consisting of 40 journal articles and 18 conference papers. Some tests, such as Q Cochrane and Z, were applied to analyze the data. The results showed that the school's geographical location was not a significant moderating factor that affected students' heterogeneous MCTS in PBL. In addition, PBL intervention significantly positively affected metropolitan, urban, and rural students' MCTS. Still, PBL intervention was more effective in the metropolitan area in enhancing students' MCTS than in urban or rural areas. This study suggests Indonesian government conduct the equable distribution of competent teachers and complete the facility and infrastructure of schools in each geographical location.

Si-GEMAS: Serious game mathematical crossword puzzle learning media for students critical thinking ability

Critical personality is a skill that must be possessed in order to survive in the global competition of 21st-century society. Given that critical thinking education is an essential part of human life, innovations must be carried out to foster students' critical thinking. One of his studies was the innovation of crossword learning media (Si-GEMAS). This study aimed to develop Si-GEMAS learning media for the mathematical critical thinking skills of Grade VIII SMP students at YALCP Pasuruan, which are valid, practical, and effective in the learning process. This is intended to determine its validity and efficiency. This research specialty was based on the Borg n Gall development model. The research subjects were ten students of class VIII. The instruments used were validation sheets, teacher and student response questionnaires, and student learning outcomes tests. The results showed that the relevance score of Si-GEMAS learning media with students' critical thinking skills was in the very valid category and efficient. It shows that the Si-GEMAS media was valid and efficient. It increases students' critical thinking from an average of 65.67 to 88.28. It shows that there is an increase of 22.61. So it can help students develop critical thinking skills in learning.

Contextualized Question-Embedded Video-Based Teaching and Learning Tool: A Pathway in Improving Students’ Interest and Mathematical Critical Thinking Skills

Filipino students exhibit lower levels of performance in mathematics and science competency compared to neighboring countries based on national and international surveys. The root cause of this issue is the decline in students’ interest in learning mathematics alongside their insufficient critical thinking skills. This has posed challenges among mathematics teachers to innovate ways on how to enhance students’ critical thinking skills and motivate students towards better performance in mathematics. The primary objective of the study was to determine the effectiveness of a contextualized question-embedded video-based teaching and learning tool on the interest and mathematical critical thinking skills of Grade 10 students. The study used a descriptive experimental research design with the REACT and Socratic methods to contextualize and embed questions in the video tool. A survey questionnaire was used to assess students’ interest before and after utilization, and a pretest and posttest assessment was conducted to evaluate students’ interpretation, analysis, evaluation, and inference skills. Based on the findings, using a contextualized question-embedded video-based teaching and learning tool is effective in increasing students’ interest and critical thinking skills. Moreover, there was a significant difference between students’ mathematical interest in terms of their attitude, initiatives, mathematics experience, and the utilization of contextualized question-embedded video-based teaching and learning tool. The pretest and posttest results of the experimental and control groups also showed significant differences in critical thinking skills. The study concludes that using contextualized question-embedded video-based as teaching and learning tools effectively improves students’ interest and critical thinking skills in Mathematics. Further larger-scale studies with different grade levels can validate the findings of the current study.

Level of critical thinking of junior high school students in solving mathematical problems

Critical thinking ability is a crucial ability in mathematics, both at the elementary, secondary, or college level. However, this critical thinking ability is still low. Therefore, the researchers want to study the problem at what level the students are doing in solving mathematical critical thinking problems. The research method used a qualitative method, with the implementation analyzing students who deal with mathematical critical thinking ability problems. The study was conducted at one of the State Junior High Schools in Kroya District, Indramayu, West Java. As a result of the study, information was obtained about students who could not solve the problems presented in mathematical critical thinking ability problems, so they did not understand which strategies should be used to solve problems that could be solved.

Comparison of Problem-Based Learning and Discovery Learning To Improve Students' Mathematical Critical Thinking Skills

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.

Improving students' mathematical critical thinking ability using learning start with a questions

This study compares Learning Start with a Question (LSQ) with traditional learning to investigate how to improve mathematical critical thinking skills. Quantitative research methods are used in a quasi-experimental way. The sample of this study was 83 junior high school students in Ternate City, Indonesia. An essay test was used, with questions based on mathematical critical thinking skills. Inferential statistics and an independent sample t-test were used to analyze the data. Based on the study's results, with the application of LSQ learning, most students can solve problems in critical mathematical thinking correctly, assisted by steps and indicators of completeness of mathematical critical thinking skills. Students who use LSQ learning have a higher average test score than traditional learning students. The results of the t-test calculation show that students who learn to use LSQ learning have differences in increasing mathematical critical thinking skills with students who follow traditional learning.

THE INFLUENCE OF THE TREFFINGER LEARNING MODEL AND SELF-DIRECTED LEARNING ON STUDENTS’ MATHEMATIC CRITICAL THINKING SKILLS

The study investigated the influence of the Treffinger learning model and self-directed learning on the critical thinking skills of junior high school students. The Treffinger learning model is one of the few models addressing the problem of creativity and providing practical suggestions on how to achieve cohesion. On the other hand, self-directed learning is a mental process to increase the knowledge, skills, and self-achievement of individuals with self-planned and self-conducted activities. The research employed a post-test experiment and control group design with two groups. The study employed two groups; one group was treated using the Treffinger learning model, while the other group was treated using a conventional model. Both groups were analyzed using a self-directed learning questionnaire and a critical mathematical thinking skills test. The sample of this research comprised 88 Grade 8 students purposefully selected in relation to the research objectives. The results of the study showed that the Treffinger learning model was statistically significant in enhancing critical mathematical thinking skills compared to the conventional learning models. Additionally, the study found that students who exhibited high levels of self-directed learning were more likely to benefit from the Treffinger learning model than the conventional model, with a statistically significant mean difference of 3.05 points.

Application of the Team-Assisted Individualization Learning Model to Improve Students' Critical Thinking Skills in Mathematics in Fourth Grade Elementary Schools

This study describes the improvement of the Team Assisted Individualization learning model in the fourth grade of SD Negeri 028 Kubang Jaya in improving students' mathematical critical thinking skills. This research is classroom action research, which consists of two cycles. The subjects in this study were one teacher and fifteen fourth-grade students at 028 Kubang Jaya Elementary School. Data collection was carried out through observation, testing, and documentation, with qualitative data analysis using percentages. Based on the research results and data analysis, it was shown that before the action, 11 (73%) students were in the less critical category, and 3 (20%) students were in the critical category. 6.6% of students are in the quite critical category. Team-assisted, individualized learning applies remedial actions. After taking corrective action with the team-assisted individualization learning model. Then corrective action is taken with the team-assisted individualization learning model. In cycle I, students' critical thinking skills increased; 6 students, or 40%, were in the critical category, and 9 students, or 60%, were in the moderately critical category. Furthermore, in cycle II, the ability to think critically has increased: 8 students, or 53%, are in the very critical category, 4 students, or 26%, are in the moderately critical category, and 3 students, or 20%, are in the critical category. In cycle II, students' critical thinking skills have achieved the target success of the action set. Thus, it can be concluded that the application of the team-assisted individualization learning model can improve students' critical thinking skills in fourth-grade mathematics at Public Elementary School 028 Kubang Jaya.

Analysis of Mathematical Critical Thinking Ability of Fourth Graders of Public Elementary School 001 Air Tiris

This research is motivated by the low ability of students to think critically and mathematically when solving problems. The purpose of this study was to analyze the ability to think critically mathematically in fourth grade students at public elementary school 001 Air Tiris. This research uses descriptive and qualitative research methods. The participants in this study were all children enrolled in the fourth grade at 001 Air Tiris Public Elementary School. There are 24 fourth grade students in total. The data collected is in the form of written assessments, direct interviews, and mathematical calculations. Based on the results of the research, the level of mathematical critical thinking ability of the fourth grade students at public elementary school 001 Air Tiris is included in the medium category. The average achievement of the correct answer is 50.0%. Each student has unique abilities, so teachers should give them more critical thinking practice. Teachers can develop critical thinking strategies or learning models to improve students' mathematical thinking abilities.

Analysis of Problem-Based Learning Model on Mathematical Critical Thinking Skills of Elementary School Studentst

PBL is a learning model that leads to strengthening competence of problem-solving, critical reasoning, and learning about learning. The purpose of this study was to determine the significance of the effect of applying the PBL learning model on the critical thinking competence of sixth-grade elementary school students on circle material. The approach applied in this study is a quantitative approach with a pre-test and post-test critical thinking design type. Data collection techniques in this study used critical thinking tests. The participants who were included in this study were 25 students of class VI at SDN 173270, siborong – borong , north sumatera. Data analysis using a one-sample t-test. Based on the calculation of the hypothesis testing is done using the t-test. The normality test results for the value of critical thinking results are 0.139 > ? (0.05) exceeding the significant value, then the variable values are normally distributed, followed by using the one-sample t-test, the t-test results on the equation of the variance section which are assumed to show the Sig value (2)-tailed) < ? ie 0.000 < 0.05 then reject H0. So it can be concluded that there is a significant effect of the application of PBL on the mathematical critical thinking skills of grade VI elementary school students.