Mathematical Critical Thinking Ability Research Articles

Analisis Kemampuan Berpikir Kritis Matematis Siswa Berdasarkan Soal Berbasis TIMSS

This research aims to determine the analysis of students' mathematical critical thinking abilities based on questions based on TIMSS VIII SMP Negeri 29 Medan. This research is descriptive qualitative research. The subjects in this research were 33 students in class VIII-7 of SMP Negeri 29 Medan. The results of the research show that: (1) The average value of students' interpreting abilities is 76.01, which indicates that students' interpretation indicators are in the high category. (2) The average student score in analyzing the mathematical critical thinking ability test is 64.39, which shows that the students' analysis indicators are in the medium category. (3) The average score of students' abilities in the evaluation indicators on the mathematical critical thinking ability test is 41.48, which shows that the students' evaluation indicators are in the low category. So it is concluded that students with high abilities are only able to fulfill 2 critical thinking indicators, namely interpreting and analyzing indicators, 2 students with moderate mathematical abilities are only able to fulfill 2 critical thinking indicators and students with low mathematical abilities, there is 1 student only fulfilling 1 critical thinking indicator in One of the question numbers is the evaluating indicator in question number 3.

Efektivitas Model Pembelajaran Flipped Classroom (FC) Terhadap Kemampuan Berpikir Kritis Matematis Siswa pada Materi Peluang

The purpose of the study is to determine the achievement of student learning completeness on opportunity material after applying the Flipped Classroom (FC) learning model, knowing whether the mathematical critical thinking skills of students who get learning with the Flipped Classroom (FC) learning model are better than students who get learning with the direct learning model and to find out student learning activities during the application of the Flipped Classroom (FC) learning model. This study used a Quasi-Experimental design with the form of The Nonequivalent Posttest-Only Control Design. The population in this study was all grade VIII students of SMP Negeri 6 Singkawang totaling 115 students and the sample in this study consisted of 2 classes selected from 5 classes. Sampling using purposive sampling technique and selected class VIII E as experimental class and class VIII B as control class. The consideration of choosing the two classes is because there are still many students who have difficulty in learning and the average completeness of students has not reached KKM. Data collection is carried out by providing posttest questions on opportunity material and observation of student learning activities. Hypothesis testing using one sample t-test, two sample t-test. The results showed that: 1) Students achieved individual and classical completeness in classes applied to the Flipped Classroom (FC) learning model; 2) The mathematical critical thinking ability of students applied the Flipped Classroom (FC) model is better than students who applied the direct learning model; 3) Student activities are classified as active during the implementation of the Flipped Classroom (FC) learning model.

Mathematical Critical Thinking Profile Of Students On Pisa Framework Space And Shape Content Questions Reviewed From Self-Efficacy

The critical thinking skills of students in Indonesia are still low. This is attributed to teachers emphasizing solving mathematical problems with given formulas. Therefore, the PISA framework's space and shape content was used in this study to test students' abilities to identify similarities and differences in different objects, analyze the components of objects, and recognize different dimensions and representations. This research aims to describe and obtain students' cognitive knowledge at each stage of the mathematical critical thinking ability in working on PISA's space and shape content framework problems. The five indicators of mathematical critical thinking skills used are demonstrating problem understanding, explaining arguments according to mathematical concepts, using appropriate problem-solving methods, providing systematic modeling or explanations, and using alternative solutions in problem-solving. This qualitative research employed a grounded theory approach. Data were obtained through self-efficacy questionnaires, critical thinking ability tests on spatial geometry, and interviews. The self-efficacy questionnaire results were analyzed and categorized (high, medium, and low), with two students selected from each category as subjects. The research finding show that the indicator of using alternative solutions in mathematical problem-solving is not fulfilled in all three subject categories, which have high, medium, and low self-efficacy. Another aspect found in this study is the need for optimalization of reflective thinking for critical inquiry (contemplating) with effective communication among students or groups. This is necessary for identifying problems, detecting the correctness and errors of answers, and correcting them to draw accurate conclusions.

Computational thinking ability becomes a predictor of mathematical critical thinking ability

This research aims to determine the relationship between computational thinking ability and mathematical critical thinking ability of seventh-grade students at SMPN 49 Jakarta. Computational thinking ability is skills or processes in solving problems effectively, while mathematical critical thinking ability is a process of analyzing problems to make an accurate decision. This research used correlation research with research subjects consisting of 14 female students and 16 male students. The instrument in this study is a test in the form of a description, which is measured using indicators. This study used decomposition, pattern recognition, abstraction, and algorithm thinking as indicators of computational thinking ability. This study uses elementary clarification, essential support, inference, advanced clarification, strategy, and tactics as indicators of mathematical critical thinking. The outcome of this research showed a positive correlation between computational thinking ability and students’ mathematical critical thinking ability. The relationship analysis shows a simultaneous and significant relationship between computational thinking and essential mathematical thinking abilities. The correlation test results using Pearson Product Moment obtained a result of 0.897 with a coefficient of determination of 80.5%. The magnitude of the correlation indicates that the two abilities have a solid relationship. If computational thinking ability is high, then mathematical critical thinking ability is also high, and if computational thinking ability is low, then mathematical critical thinking ability is also low.

Analisis kemampuan berpikir kritis peserta didik ditinjau dari self-confidence

Students' critical thinking abilities which are still low need to be developed and one of the abilities that must be instilled in students is self-confidence. This research aims to describe students' mathematical critical thinking abilities in terms of self-confidence. The type of research used in this research is qualitative research with a case study method. The research subjects were 9th-grade students at one of the junior high schools in Siak Hulu and numbered 33 people. The data collection technique in this research is a test technique using mathematical critical thinking ability test instruments and non-test techniques in the form of student self-confidence questionnaires and interviews. The data analysis technique is carried out through several stages, including reducing data, presenting data, and drawing conclusions. Based on the research results, it was found that; (1) overall students' mathematical critical thinking abilities are classified as less critical and need to be improved; (2) self-confidence is in line with mathematical critical thinking skills where students with high self-confidence have sufficient critical thinking skills which are indicated by students being able to master two indicators of critical thinking. Students with moderate self-confidence have sufficient critical thinking skills, which is indicated by students being able to master two critical thinking indicators. In contrast, students with low self-confidence have sufficient critical thinking skills, which is indicated by students being able to master two critical thinking indicators.

Implementation of the connected mathematics project learning model on students' mathematical critical thinking ability

Students' low critical thinking ability in learning mathematics is a major problem in research. This needs to be overcome by implementing learning that provides opportunities for students to develop their thinking ability rationally and well-structured in learning mathematics. One learning model that supports this learning is the Connected Mathematics Project (CMP) learning model. This study aimed to describe quantitatively the implementation of the CMP learning model on students' critical thinking ability in mathematics. This type of research is quasi-experimental with a one-group pre-test and post-test post-test design. The research instruments were observation sheets and tests. The results showed that the application of learning observed in 4 meetings in terms of 9 student activities in learning in the sample group met the criteria for being effective. The student's critical thinking ability through the paired t-test showed a significance value of 0.00, which was smaller than the alpha level of 0.05, meaning that there was a significant difference in the average score from the pre-test to the post-test. Furthermore, the n-gain value obtained is 0.36 (medium). Thus, it was concluded that implementing CMP learning on students' critical thinking ability was effective.

Effect of learning interest on students' mathematical critical thinking ability in vocational high school

This research investigates the impact of students' interest in learning critical mathematical thinking skills in the context of vocational high schools (SMK) by using a quantitative approach with correlational research methods. This research involved all class XI students of Ma'arif Al-Ghozali Vocational School as the population. Purposive sampling was used to select a sample of 30 students. Data analysis includes various statistical tests, including normality, linearity, correlation, and simple regression tests. The findings of this study reveal an essential relationship between students' learning interests and their mathematical critical thinking abilities. In particular, there is a significant favorable influence between interest in learning and students' critical mathematical thinking abilities. These results underscore the importance of nurturing and improving their mathematical critical thinking skills. This study contributes to our understanding of the factors influencing mathematical critical thinking skills in vocational high school students. It offers valuable insights for educators and policymakers seeking to improve mathematics education in such settings.

Hubungan antara minat belajar dengan kemampuan berpikir kritis matematis peserta didik kelas V Sekolah Dasar

<p>The study to determine whether or not there is a relationship between interest in learning and mathematical critical thinking ability. This study used a quantitative approach with a correlational method. The population in this study is all grade V students of SD Negeri in Laweyan District for the 2022/2023 school year. The sampling technique in this study uses the Cluster Random Sampling technique. Data collection techniques use questionnaires to collect data on learning interest and use tests to collect data on mathematical critical thinking abilities. The data analysis technique in this study is the Product Moment correlation analysis technique from Karl Pearson. Based on the results of data analysis, a correlation coefficient value of 0.517 was obtained with a significance of 0.00. The value of the coefficient is positively marked and the value of significance is 0.00 < 0.05. This means that there is a positive and significant relationship between interest in learning and the ability to think critically mathematically. The conclusion in this study is that there is a positive and significant relationship between interest in learning and mathematical critical thinking, increasing interest in learning is also accompanied by increasing mathematical critical thinking ability.</p>

Pengaruh Gender dan Strategi Pembelajaran Terhadap Kemampuan Berpikir Kritis Matematika Siswa Sekolah Dasar

The purpose of this study was to reveal the influence of gender and learning strategies on the mathematical critical thinking skills of fifth grade students at SDN 4 Pendem, Jembrana District. This study uses a quantitative approach with a 2 x 3 factorial design. From the results of the critical thinking ability test, it is found that the sig value for gender is 0.40 0.05, so it can be concluded that there is no difference in the average score of mathematical critical thinking skills. students who are influenced by gender. The sig value for the learning strategy is 1.010 0.05, so it can be concluded that there is no difference in the average score of students' mathematical critical thinking skills which is influenced by the learning strategy. There is no difference in the average score of critical thinking skills between male and female students who follow the learning strategy. Based on the results of data analysis, it was concluded that there was no difference in the average mathematical critical thinking ability of students which was influenced by gender.

Mathematical Critical Thinking Abilities of Students in Terms of Self-Regulated Learning in Realistic Mathematics Education Assisted By Mobile Learning

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 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.

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.

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.

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.

The Effect of Cooperative Learning Models on The Students' Mathematical Critical and Creative Thinking Ability: Meta-Analysis Study

This study aims to describe the results of the study and examine the effect of the implementation of the Cooperative learning model on the students' mathematical critical and creative thinking abilities and obtain an effect size when viewed based on educational level, sample size, and research demographics from the primary studies being analyzed. This research is quantitative research with a meta-analysis research design. The research sample that met the inclusion criteria consisted of 34 primary studies of mathematical critical thinking ability (the total effect size of the studies was 39) and 23 primary studies of mathematical creative thinking ability (the total effect size of the studies was 24). Based on the research findings, it was found that the overall effect of the implementation of the cooperative learning model on the students' mathematical critical thinking skills had a significant effect with an effect size of 0.792. Overall, implementing the cooperative learning model on the students' mathematical creative thinking ability had a significant effect with an effect size of 0.696. In addition, there is no difference in mathematical creative and critical thinking abilities between the students who studied in the cooperative class and those who studied other than in the cooperative class in terms of education level and sample size. There is no difference in mathematical critical thinking skills between the students who studied in the cooperative class and those who studied other than in the cooperative class in research demography. However, there are differences in mathematical creative thinking abilities between the students who studied in the cooperative class and the students who studied other than in the cooperative class in terms of research demography.

Mathematical critical thinking ability reviewing from domicile, gender, and adversity quotient

Students' mathematical achievement in mathematical critical thinking skills is still in the low category. This study analyses mathematical critical thinking skills based on domicile, gender, and adversity quotient. This research is a qualitative case study. The subjects selected through purposive sampling came from high schools in the Jakarta and Tangerang class XI areas. The data were analyzed using the Rasch Model, namely Winstep through the stages of reduction and categorization, presentation, and conclusion. The results of the study obtained the ability to think critically mathematically based on domicile, the subject of urban domicile was able to meet all indicators of Critical thinking well. Based on gender, subjects of the female and male genders have the same mathematical abilities on critical thinking indicators. According to the adversity quotient, the subject in the subject climber type can solve the problem properly and precisely, and in the camper type the subject can solve the problem precisely however, in the inference indicators the two subjects do not describe the requested graph and are in the dominant camper type, while the quitter type has a low AQ ability with indicators that are met only interpretation.

AUGMENTED REALITY: IMPROVEMENT OF CRITICAL THINKING BASED ON STUDENTS' INITIAL MATHEMATICAL ABILITY

This research is motivated by the importance of mathematical critical thinking skills for students, as well as the rapid development of information technology in the digital era. This study specifically aims to improve students' mathematical critical thinking skills through the application of Augmented Reality (AR)-based learning media with 3D unity that can be used in online learning and offline learning based on Initial Mathematical Ability (IMA). Augmented Reality is a technology that combines three-dimensional virtual objects into a real environment and then projects these virtual objects in real-time. While the initial mathematical ability is one of the factors that influence the learning of mathematics, the higher the initial mathematical ability of a student, the better the level of the student's mathematical critical thinking ability. This research is quantitative research (quasi-experimental), while the research subjects are students at one of Pekanbaru's state junior high schools class VII for the academic year 2022/2023, as many as 30 students who are randomly selected by the class. This research was conducted on the material of flat shapes, especially triangles and quadrilaterals. The data collection method used was a mathematical critical thinking ability test. The test result data was processed by statistical tests, including a normality test, homogeneity test and two-way ANOVA test. The results showed that the improvement of mathematical critical thinking skills of students who received learning using augmented reality media with Unity 3D was better than the improvement of mathematical critical thinking skills of students who received conventional learning based on students' initial mathematical abilities.

IMPROVING MATHEMATICAL CRITICAL THINKING ABILITY THROUGH AUGMENTED REALITY-BASED LEARNING

Through Augmented Reality-based learning, this study aims to improve mathematical critical thinking skills. Learning with Augmented Reality-based media in Unity 3D can be used both online and offline. This research is quantitative (quasi-experimental), with 30 students from SMPN 34 Pekanbaru class VII participating in the academic year 2022/2023. The research was conducted on triangle and quadrilateral material. The following methods were used to collect data: (1) a mathematical critical thinking ability test; (2) interviews; and (3) documentation. The test result data was statistically processed, whereas the interview and documentation data were processed descriptively. The findings revealed that students who learned using Augmented Reality media with Unity 3D improved their mathematical critical thinking skills.