Mathematical Critical Thinking Skills Research Articles

Systematic Literature Review: Kemampuan Berpikir Kritis Matematis Siswa Ditinjau dari Adversity Quotient

Critical thinking skills are very important in 21st century mathematics learning. Critical thinking skills need to exist in every student in order to solve various kinds of problems, especially mathematical problems. According to Facione (2013) the indicators of critical thinking skills are: (1) interpretation, (2) analysis, (3) evaluation, (4) inference, (5) explanation, and (6) self-regulation. A student's response when encountering an obstacle is known as adversity quotient. Adversity quotient has three different types of levels namely: (1) climber, (2) camper, and (3) quitter. The purpose of the following research is to describe the type of research used, research trends related to students' mathematical critical thinking skills in terms of adversity quotient from 2018-2023, and the effect of adversity quotient on students' mathematical critical thinking skills. SLR is the method used by this research. The data collection technique was carried out by reviewing articles related to students' mathematical critical thinking skills in terms of adversity quotient in articles published around 2018-2023. There were 10 articles found through google schoolar and scopus. The results of this study show: (1) the type of research that is often used is qualitative; (2) most research is conducted at the junior high school level; (3) adversity quotient has a positive influence on the results of students' mathematical critical thinking skills.

Students’ mathematical critical thinking through the conceptual change approach

Critical thinking ability is one of the higher order thinking skills. Students who have high critical thinking skills are expected to have the ability to analyze problems properly and precisely. The purpose of the present study was to find out the differences in students' mathematical critical thinking skills who received learning using the conceptual change approach and those who received conventional learning, namely the scientific approach. This study was conducted at a junior high school in South Tangerang City, Banten Province. The research method used was a quasi-experimental research design with a post test only control design. The research sample consisted of 70 students consisting of 37 students in the experiment group and 33 students in the control group selected by a cluster random sampling technique. Results indicate that students' mathematical critical thinking skills who learned with the conceptual change approach are higher than those of students who learned by the scientific approach. The critical thinking skills of students who received learning by the conceptual change approach were 72.64%, on the indicator of analyzing arguments, 67.23%, on the indicator of making conclusions, 84.46%, on evaluating, and 61.85% on solving problems

Pengaruh Model Problem Based Learning dengan Pendekatan STEM Terhadap Kemampuan Berpikir Kritis Matematika Siswa SMP

This research is based on the lack of students critical mathematical thinking skills in solving surface area and side volume problems flat prisms and pyramids. This research aims to test whether there are differences significant application of the Problem Based Learning (PBL) model with a STEM approach (Science, Technology, Engineering, Mathematics) on critical thinking skills mathematics for junior high school students. This type of research is quantitative research with an experimental method of pretest-posttest control group design. The research population was class VIII students SMP Negeri 4 Tuban with a research sample of class VIII-B students (experimental class) and class VIII-F (control class) which was selected using a random sampling technique. Technique data collection is a test of critical thinking. From the results of data analysis using the t-test it can be concluded that there is a significant difference in the application of the PBL model with STEM approach to critical thinking skills in mathematics in class VIII junior high school students Negeri 4 Tuban.

Assessment of mathematical critical thinking skills: A literature review

Assessment of mathematical critical thinking skills: A literature review

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.

Pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) Untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Ditinjau dari Self-Efficacy

This research aims (1) to see the increase in students' mathematical critical thinking abilities using the connecting, organizing, reflecting, and extending (CORE) learning model in terms of the level of self-efficacy, (2) to find out whether there are differences in the increase in mathematical critical thinking abilities between students who have high and low levels of self-efficacy, and (3) to determine the interaction between the CORE learning model and self-efficacy in improving critical thinking skills. This research used a sample of 57 students from class VII SMP Taruna Terpadu Bogor. The sampling technique for this research uses a cluster random sampling technique. The instruments used are test instruments in the form of critical thinking ability questions and non-test instruments in the form of self-efficacy questionnaires. The results of this research show that (1) there is no difference in the increase in mathematical critical thinking abilities between students who study the CORE learning model and the conventional learning model, (2) there is a difference in the increase in students' mathematical critical thinking abilities between students who have a high level of self-efficacy and low, (3) there is no interaction between the CORE learning model and self-efficacy on mathematical critical thinking skills

Pengaruh Konsep Gamifikasi Dalam Model Pembelajaran IMPROVE Terhadap Kemampuan Berpikir Kritis Matematis Siswa SMP

All students should develop their mathematical critical thinking skills to aid their learning and overcome various mathematical challenges. The purpose of this study is to find out how the idea of gamification of IMPROVE learning model affects students' mathematical critical thinking skills. This study used a quasi-experimental design to collect data by using a test in the form of description questions. Normality test and homogeneity test are the two data analysis procedures used. One-way ANOVA test was used in testing the hypothesis of this study. Based on the results of the study, the idea of gamification of IMPROVE learning model has an impact on students' mathematical critical thinking skills.

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.

The Development of Problem Based Learning Google Sites-Assisted Digital Teaching Materials to Improve Students' Mathematical Critical Thinking Ability

Mathematics learning has a very important role in the educational environment. That one of the competency standards for graduates of the mathematics subject for elementary to secondary education units is so that students have the skills to think and act creatively, productively, critically, independently, collaboratively and communicatively. Based on these graduate competencies, it is clear that one of the thinking skills that students must have is critical thinking. The purpose of this study was to look at students' mathematical critical thinking skills whose learning used the Problem Based Learning (PBL) model through digital teaching materials . This study uses the Research and Development (R&D) method with the ADDIE development model which consists of 5 (five) stages, namely: Analysis , Design , and Development , Implementation and Evaluation on MTs . The research subjects were 20 students of class VI I I MTS (twenty) students. Data collection techniques used were walkthroughs, questionnaires, questionnaires, interviews, and tests. Research data were analyzed quantitatively and qualitatively. The results of data analysis are known that this research produces students' critical thinking mathematics for digital teaching materials through a problem-based learning model in a flat sided geometric content that is valid and has potential effects. In this case, mathematics teaching materials that are presented digitally with a problem-based learning approach model are obtained from the results of one-to-one revisions , expert revision, small group trials and large group trials . Furthermore, the prototype of digital teaching materials is in the form of Google sites This is in addition to being effective, efficient, valid and practical, it also has a potential effect to improve students' critical thinking skills in mathematics.

The Relevance of Mathematical Critical Thinking Skill with Numerical Intelligence and Learning Independence

The Relevance of Mathematical Critical Thinking Skill with Numerical Intelligence and Learning Independence

METODE PEMBELAJARAN IMPROVE TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA

The purpose of this research is to determine whether using the IMPROVE learning approach can improve students' ability to think critically mathematically. This experimental research used a pretest-posttest control group design. This research involved all students in class XI MIPA SMA Negeri 1 Peukan Baro. Two classes, class XI MIPA 1 and class XI MIPA 2, were selected as experimental and control samples. This study uses questions to test students' mathematical critical thinking skills. After the prerequisites for testing were met, the data were analyzed using an independent t-test at a significant level of 0.05. According to the results of data analysis, the value of tcount = 3.839, and the value of Sig. 2-tailed = 0.00043, and the Sig. 1-tailed = 0.000215, because the Sig. 1-tailed = 0.000215 < α = 0.05, which indicates that H0 is rejected and Ha is accepted

Using learning models problem based learning to improve students' mathematical critical thinking skills

Using learning models problem based learning to improve students' mathematical critical thinking skills

Culture-Based Discovery Learning and its Impact on Mathematical Critical Thinking Skills

Culture-Based Discovery Learning and its Impact on Mathematical Critical Thinking Skills

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.

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

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.

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.