Mathematical Critical Thinking Skills Research Articles

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.

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 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.

Students' Critical Thinking Skills in Solving Mathematical Problems: Systematic Literature Review

To develop mathematical critical thinking skills, students are expected to have a fighting attitude in solving mathematical problems. This can support learning that is oriented towards students' critical thinking skills. The purpose of this research is to analyze the trend of studying critical thinking skills in solving students' mathematical problems. This research uses the systematic literature review method which is carried out by identifying, assessing, and interpreting all available research evidence by studying indicators and how to bring up students' mathematical critical thinking skills as the object of research. The design used is to summarize, review, and analyze 25 articles that are very relevant to the object of research in Sinta accredited journals, indexed by Scopus and Web of Science. The results of this systematic literature review state that aspects of argumentation and reasoning are very important to be developed in solving mathematical problems. Implementing problem-based learning has positive effectiveness towards improving mathematical critical thinking skills and digitalization of learning is needed in facilitating students' critical thinking. Digitalization of learning can be developing problem-based digital modules that facilitate students' cognitive conflicts. The conclusion in this research are different indicators used to measure students' critical thinking skills, different aspects of interpreting indicators, the use of PBL, and the use of ICT.

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.

The effectiveness of portfolio assessment based problem based learning on mathematical critical thinking skills in elementary schools

This study aims was determine the effectiveness of the problem-based learning model based on portfolio assessment on the ability to critical thinking in mathematics. The research sample was 120 elementary school students in South Kalimantan. sampling was used multistage cluster sampling technique. This research was a quasiexperimental research. Data analysis was performed used a two-way ANACOVA test. The results showed that (1) Problem based learning had an influence on students' critical thinking skills in mathematics because the Fcount obtained was 6.351 compared to F table (0.05< 1.115), which was 3.93. (2) it was said that there was a significant influenced between the interaction of learning models and assessment techniques on students' critical thinking skills in mathematics because the Fcount obtained was 25.669 compared to Ftable (0.05< 1.115), namely 3.93. (3) it was not true that the portfolio assessment technique has a significant effect on students' mathematical critical thinking skills. The Fcount obtained was 1.476 compared to Ftable (0.05>1.115), which was 3.93. Judging from the value of sig. (0.227) > α (0.05)

Efektivitas Aplikasi Geogebra Terhadap Keterampilan Berpikir Krtitis Matematika Siswa

Based on the results of observations on the online mathematics learning process in grade VIII A students of SMP Negeri 7 Kota Sungai Full with a total of 29 students, it is known that students do not understand the material provided by the teacher, this is due to learning mathematics One must think in order to be able to understand the mathematical concepts learned and be able to use these concepts correctly when he has to find answers to various mathematical problems, whereas the thought process cannot be obtained from learning remotely And also the network conditions in Sungai Full City are not good making students unable to study well, and not all students of SMP Negeri 7 Kota Sungai Full can use applications such as: Geogebra, Photomath, Cymath, and so on. This type of research is descriptive with a quantitative approach. The purpose of this study was to see the Effectiveness of Geogebra Applications on Students' Mathematical Critical Thinking Skills. The data analysis used in this study was by using the mean similarity test and t-test. Based on the results of data analysis using the t-test, a significance value (p-value) of < ∝ or in other words 0.000 < 0.05 means that H1 is accepted or in other words, students' mathematical critical thinking skills can be improved with the help of geogebra applications in mathematics learning.

Analysis of Students' Critical Thinking Skills Based on Prior Knowledge Mathematics

The development of critical thinking skills has emerged as a global concern in a variety of fields, including education. The purpose of this research is to shed light on the connection that exists between one's prior knowledge and the mathematical critical thinking skills that are acquired through the use of quantitative methods. Collecting data through the use of mathematical instruments, mathematical critical thinking tests, and daily test data for the prerequisite material based on the average student's performance. High school students in the eleventh grade made up the study's sample population. The findings of the research indicate that there is a positive connection between mathematical background knowledge and critical thinking abilities in that subject area. It is possible to draw the conclusion that the material that serves as initial knowledge and is therefore a prerequisite needs to be studied extensively in order to have broad insight that contributes to the success of learning the subsequent material. In spite of this, the researchers discovered that the number of students who fell into the high and medium categories of critical thinking skills was lower when compared to the number of students who fell into the second category when it came to their initial mathematical abilities. In other words, there has been a rise in the proportion of students who score poorly on tests of their ability to engage in critical thinking. These additional aspects should be sought out and incorporated as research fodder in subsequent studies.

Penerapan Quizizz Bernuansa Etnomatematika Melalui Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

The research aims to determine the effectiveness of students' mathematical critical thinking skills using quizizz with PBL with ethnomathematics nuances. The type of research that has been used is quantitative with quasi-experimental methods. One group pretest-posttest research design. Students are given a pretest and intervention through the use of quizizz, after which a posttest is carried out. The research sample was 55 grade IV elementary school students using the saturated sampling technique. The research instrument was a multiple choice test, while data analysis used an independent sample T-Test with a difference test of Sig = 0.000. The results showed that the experimental class mean was 80.82, the control class was 74.14. This proves that the application of quiziz in PBL with ethnomathematics nuances is very effective in increasing student learning independence (self-confidence, always prepared, daring to appear in front, confident in one's abilities, and not afraid to try). Therefore, the application of quiziz with PBL with ethnomathematics nuances can improve students' critical thinking skills.

Peningkatan Kemampuan Berpikir Kritis Siswa Kelas IV SD dengan Menggunakan Model PBL Berbantu Media Papan Madu

This study aims to determine the application of the honey board-assisted PBL learning model to improve critical thinking skills in mathematics of fourth grade students of Medini 2 Public Elementary School. This class research was conducted in fifth grade of Boloagung 02 Public Elementary School with 20 students and teachers as test subjects, who lasted for 2 cycles. Each cycle consists of two meetings. The dependent variable is students' critical thinking skills and the independent variable is the Problem Based Learning model assisted by Honey Boards. Data collection methods used include interviews, observation, tests and documentation with quantitative and qualitative analysis techniques. The results of the study showed that students' critical thinking skills after applying the Problem Based Learning model assisted by the Honey Board in Cycle I obtained a score of 76.67 with a percentage of 71%, and student completeness reached 65%. The increase in the results of critical thinking skills in cycle II was 78.67 with a percentage of 79% and the percentage of students' completeness was 90%. So, the application of the PBL learning model assisted by the honey board can improve the mathematical critical thinking skills of fourth grade students at SD Negeri Medini 2.

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.

ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIKA KELAS X DITINJAU DARI GAYA BELAJAR SISWA

The purpose of this study was to analyze and improve students' mathematical critical thinking skills in terms of learning styles in class X MIPA 1 students at SMAN 9 Depok. The research method used in this research is analytical method. The sampling technique used purposive sampling technique. Instruments for collecting data in this study were in the form of a learning style questionnaire and a test of critical thinking skills. All students of class X MIPA 1 were identified with the type of learning style by using learning styles and critical thinking skills tests taken by 6 students representing each type of learning style of 2 students. The test is carried out on the Absolute Value material. Furthermore, the analysis of all data is carried out with the following steps: data reduction stage, data presentation stage, and conclusions. The results showed that: 1) students with visual learning styles were able to overcome indicators at the stage of providing simple explanations and arranging tactics but were less able to meet indicators at the inference stage, 2) students with auditory learning styles were less able to reach the stage of providing simple explanations but were able to in arranging strategies-tactics and inference stages, 3) students with kinesthetic learning styles are able to fulfill all indicators at the stage of giving simple explanations, setting strategies-tactics, and inferences

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.

Development of Desmos Electronic Students’ Activities Sheet (E-LKPD) based on the Problem Based Learning to Improve Students’ Mathematical Critical Thinking Skills

The purpose of this study was to improve students' mathematical critical thinking skills using the developed Desmos Electronic Student Worksheet (E-LKPD) based on Problem Based Learning, student responses after using the Desmos E-LKPD, and the practicality of Desmos-based E-LKPD Problem-Based Learning was developed. From the research results it is known that: (1) Based on the aspect of critical thinking skills, the aspect of interpretation increases by 9%, the aspect of analysis increases by 18%, the aspect of evaluation increases by 42%, and the aspect of inference increases by 48%. (2) The results of the students' answers are included in the good category with a proportion of 80.31%. (3) The Problem Based Learning-based E-LKPD Desmos that has been developed has met the effective criteria in terms of the assessment of media experts, material experts, and user experts in the valid category, classical learning completeness has reached 80.65%, and Gain results of 0 .5 with medium category. The practicality test results get 92.18% in the very practical category.

How can android-based trigonometry learning improve the math learning process?

Using ICT-based interactive learning media is a learning method that strongly supports the teaching and learning process for students and teachers during the COVID-19 pandemic. This ICT-based learning media must be easily accessible to teachers and students, and one of the interactive media that is easily accessible is android-based learning media. This development research aims to design android-based learning media on valid trigonometric material and improve students’ mathematical critical thinking skills. This development research using the ADDIE model took 121 Ipeople consisting of expert validators, user (teacher), and students. The expert validators consisted of one mathematics education material expert and one ICT expert. Meanwhile, user represented by one mathematics teacher were involved in validating the use of the media design. In addition, there were participants from among students, which included 118 class X high school students throughout the Province of West Java, Indonesia, who took part in a limited trial phase of 20 people, an extensive trial of 50 people, and a product trial of 48 people. A sample of 118 students came from high school in the medium cluster. So, the reason for taking the sample represents the condition of students both on the island of Java and in Indonesia. The results showed that the developed android-based learning media was valid and could be used without revision with a combined percentage of 87.33%, with details of material experts at 84%, media experts at 92%, and validation by mathematics teachers at 86%. The results of the practicality test on students of 81% showed that the Android-based learning media design had a strong response, so the learning media made were very practical to use. The product test results show that the achievement of mathematical critical thinking skills of students who learn to use android-based learning media is better than those who learn not to use android-based learning media.

Effectiveness of TPACK-Based Multimodal Digital Teaching Materials for Mathematical Critical Thinking Ability

Technological Pedagogical Content Knowledge (TPACK)-based multimodal digital teaching materials need to be developed to maximize the implementation of learning in the era of technological and digital advances. This study is a pre-experimental one-group pretest-posttest design to analyze the effectiveness of learning by utilizing multimodal digital teaching materials for TPACK-based analytical geometry courses to improve mathematics critical thinking skills of fourth-semester students. The students were from the mathematics education study program at Universitas Muhammadiyah Sorong. Furthermore, the instrument used in collecting research data is a mathematical critical thinking skills test. The research data were analyzed with descriptive statistics and N-Gain. The results showed that implementing learning using multimodal digital teaching materials for analytical geometry courses with TPACK-based was quite effective. It increased mathematical critical thinking skills by 2.24 (56.11%), and the average N-Gain value was 0.62 (62%) which was included in the medium category.