The Application of Mathematics Learning Model to Stimulate Mathematical Critical Thinking Skills of Senior High School Students
Dafid Slamet Setiana
,
Riawan Yudi Purwoko
,
Sugiman Sugiman
The objective of this research is to analyze the twelfth graders' mathematics critical thinking skills using a mathematics learning model to stimu.
- Pub. date: January 15, 2021
- Pages: 509-523
- 1173 Downloads
- 1880 Views
- 8 Citations
The objective of this research is to analyze the twelfth graders' mathematics critical thinking skills using a mathematics learning model to stimulate fundamental critical thinking abilities of science courses in SMA Negeri, Pacitan Regency, East Java Province, Indonesia. This quasi-experimental research design was used in this study with one group posttest only design using multiple substantive posttests. The sample of 141 students from the total population of six public schools involving the twelfth graders of the natural sciences was selected through purposive sampling technique, data were taken through tests of students' critical thinking skills and interviews. The data analysis consists of five stages, namely an analysis of one sample t-test, an analysis of students' grades, an analysis of problem-solving stages, an analysis of critical thinking abilities indicators, and an analysis of mathematics critical thinking abilities indicators. The results showed (1) The results of the one sample t-test show that the mathematics learning model is effective to stimulate critical thinking, which means that the application of the mathematics learning model is effective to stimulate critical thinking; (2) the overall grades of students that met the minimum mastery criteria; (3) the data analysis of eleven problem-solving stages proves that the criteria for critical thinking abilities are categorized as good and very good. The highest score indicator considers the principle and definition of transformation, while the lowest grade indicator is mainly concerned with the questions on right and coherent steps; (4) the critical thinking skills have seven indicators that highlight the criteria of students' critical thinking abilities categorized as good and very good. The indicators that get the highest score determine the definitions of terms, while the indicators of the lowest score determine the action; (5) the results of the analysis show indicators of mathematics critical thinking skills that have eight indicators. The criteria of students' critical thinking abilities met good and very good categories along with indicators with the highest value score by considering the definitions of terms, while the indicators of the lowest score deal with the habit of caution.
Keywords: Analysis, application of learning models, critical thinking skills.
References
Agoestanto, A., Sukestiyarno, Y. L., & Permanawati, F. I. (2019). Kemampuan menganalisis argumen dalam berpikir kritis ditinjau dari rasa ingin tahu [Ability to analyze arguments in critical thinking in terms of curiosity]. PRISMA, Proceedings of the National Mathematics Seminar/ PRISMA, Prosiding Seminar Nasional Matematika, 2, 337–342.
Ahmatika, D. (2017). Peningkatan kemampuan berpikir kritis siswa dengan pendekatan inquiry/discovery [Increase students' critical thinking skills with the inquiry/discovery approach]. Euclid, 3(1), 394-403. https://doi.org/10.33603/e.v3i1.324
Amin, A. M., Aloysius Duran Corebima, Zubaidah, S., & Mahanal, S. (2019). The correlation between metacognitive skills and critical thinking skills at the implementation of four different learning strategies in animal physiology lectures. European Journal of Educational Research, 9(1), 143–163. https://doi.org/10.12973/eu-jer.9.1.143
Amir, M. F. (2015). Proses berpikir kritis siswa sekolah dasar dalam memecahkan masalah matematika [Primary school students' critical thinking process in solving math problems]. Journal of Math Educator Nusantara/ Jurnal Math Educator Nusantara, 30(5), 487-492. https://doi.org/10.2500/aap.2009.30.3277
Antika, L. T. (2017). Hubungan antara keterampilan berpikir kritis dengan hasil belajar biologi dengan model reading-concept map-think pair share (Remap TPS) [The relationship between critical thinking skills and biology learning outcomes with the reading-concept map-think pair share model (Remap TPS)]. Wacana Didaktika, 5(01), 28-35. https://doi.org/10.31102/wacanadidaktika.5.01.28-35
Aslan, S., & Aybek, B. (2019). International journal of educational methodology testing the effectiveness of interdisciplinary curriculum-based multicultural education on tolerance and critical thinking skill. International Journal of Educational Methodology, 6(1), 43–55. https://doi.org/10.12973/ijem.6.1.43
Bamford, D. (2012). Thinking critically. Economist, 403(8785), 1–9.
Chen, C.-S. (2015). Reflections on learning how to teach mathematics: The initial training of kindergarten teachers. Creative Education, 06(12), 1328–1335. https://doi.org/10.4236/ce.2015.612133
Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179-186. https://doi.org/10.1080/00405849309543594
Facione, P. A. (1991). Using the california critical thinking skills test in research, evaluation, and assessment. In California Academic Press. California Academic Press.
Firdaus, F., Kailani, I., Bakar, M. N. Bin, & Bakry, B. (2015). Developing critical thinking skills of students in mathematics learning. Journal of Education and Learning (EduLearn), 9(3), 226-236. https://doi.org/10.11591/edulearn.v9i3.1830
Ghazivakili, Z., Nia, R.N., Panahi, F., Karimi, M., Gholsorkhi, H., & Ahmadi, Z. (2014). The role of critical thinking skills and learning styles of university students in their academic performance. Journal of Advances in Medical Education & Professionalism, 2(3), 95-102.
Hakim, M.F.A., Sariyatun, & Sudiyanto. (2018). Constructing student`s critical thinking skill through discovery learning model and contextual teaching and learning model as solution of problems in learning history. International Journal of Multicultural and Multireligious Understanding, 5(4), 175-183. https://doi.org/10.18415/ijmmu.v5i4.240
Hastjarjo, T. D. (2019). Quasi-experimental design. Buletin Psikologi, 27(2), 187–203. https://doi.org/10.22146/buletinpsikologi.38619
Hidayati, A. U. (2017). Melatih keterampilan berpikir tingkat tinggi dalam pembelajaran matematika pada siswa sekolah dasar [Train higher order thinking skills in mathematics learning in elementary school students]. Skilled Education and Basic Learning Journal/ Terampil Jurnal Pendidikan Dan Pembelajaran Dasar, 4(20), 143–156.
Howard, L. W., Tang, T. L. P., & Jill Austin, M. (2015). Teaching critical thinking skills: ability, motivation, intervention, and the pygmalion effect. Journal of Business Ethics, 128, 133–147. https://doi.org/10.1007/s10551-014-2084-0
Iakovos, T. (2011). Critical and creative thinking in the English language classroom. International Journal of Humanities and Social Science, 1(8), 82-86.
Indrawatiningsih, N. (2018). Arguments in critical thinking ability. Advances in Social Science, Education and Humanities Research, 218, 12–15. https://doi.org/10.2991/icomse-17.2018.4
Kardoyo, Nurkhin, A., Muhsin, & Pramusinto, H. (2019). Problem-based learning strategy: Its impact on students’ critical and creative thinking skills. European Journal of Educational Research, 9(3), 1141–1150. https://doi.org/10.12973/eu-jer.9.3.1141
Kivunja, C. (2015). Teaching students to learn and to work well with 21st century skills: unpacking the career and life skills domain of the new learning paradigm. International Journal of Higher Education, 4(1), 1-11. https://doi.org/10.5430/ijhe.v4n1p1
Lambertus. (2009). Pentingnya melatih keterampilan berpikir kritis dalam pembelajaran matematika di SD [The importance of practicing critical thinking skills in learning mathematics in elementary school]. Forum Pendidikan.
Liberna H. (2012). Peningkatan kemampuan berpikir kritis matematis siswa melalui penggunaan metode improve pada materi sistem persamaan linear dua variabel [Improving students' mathematical critical thinking skills through the use of the method of improve on the material of two-variable linear equation systems]. Formatif, 2(3), 190-197.
Masek, A., & Yamin, S. (2012). The impact of instructional methods on critical thinking: a comparison of problem-based learning and conventional approach in engineering education. International Scholarly Research Notices, 2012, 1-6. https://doi.org/10.5402/2012/759241
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2015). The TIMSS 2015 international results in mathematics. TIMSS & PIRLS. https://cutt.ly/jjA4LRU
Mulnix, J. W. (2012). Thinking critically about critical thinking. Educational Philosophy and Theory, 44(5), 464–479. https://doi.org/10.1111/j.1469-5812.2010.00673.x
Mwei, P. K. (2017). Problem solving: How do in-service secondary school teachers of mathematics make sense of a non-routine problem context? International Journal of Research in Education and Science, 3(1), 31-41.
Nuryanti, L., Zubaidah, S., & Diantoro, M. (2018). Analisis kemampuan berpikir kritis siswa SMP. Journal of Education: Theory, Research, and Development/ Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(2), 155–158. https://doi.org/10.17977/JPTPP.V3I2.10490
Perkins, C., & Murphy, E. (2006). Identifying and measuring individual engagement in critical thinking in online discussions: An exploratory case study. Educational Technology and Society, 9(1), 298-307.
Permendiknas. (2005). Peraturan pemerintah Republik Indonesia no 19 tahun 2005 tentang standar nasional pendidikan [Republic of Indonesia government regulation no 19 of 2005 concerning national education standards]. Peraturan Pemerintah Republik Indonesia. https://cutt.ly/djA51RS
Phillips, P. J., & Phillipov, G. (2005). A1C-frequently asked questions. Australian Family Physician.
Potts, B. (1994). Strategies for teaching critical thinking. Practical Assessment, Research and Evaluation, 4(3), 1-5.
President of Indonesia. (2003). Undang undang Republik Indonesia nomor 20 tahun 2003 [Law of the Republic of Indonesia number 20 of 2003]. https://cutt.ly/6jA3VRd
Pujiono, S. (2012). Berpikir kritis dalam literasi membaca dan menulis untuk memperkuat jati diri bangsa [Critical thinking in reading and writing literacy to strengthen national identity]. Universitas Jendral Soedirman.
Purwoko, R. Y. (2017). Urgensi pedagogical content knowledge dalam meningkatkan kualitas pembelajaran matematika [The importance of pedagogical content knowledge in improving the quality of mathematics learning]. Surya Edukasi Journal of Education/ Jurnal Pendidikan Surya Edukasi, 3(2), 42–55.
Purwoko, R. Y., Nugraheni, P., & Instanti, D. (2019). Implementation of pedagogical content knowledge model in mathematics learning for high school. Journal of Physics: Conference Series, 1254(1), 1-6. https://doi.org/10.1088/1742-6596/1254/1/012079
Romberg, T. A. (1995). Reform in school mathematics and authentic assement. New York Press.
Rodzalan, S. A., & Saat, M.M. (2015). The perception of critical thinking and problem solving skill among Malaysian undergraduate students. Procedia-Social and Behavioral Sciences, 172, 725-732
Salbiah, S. (2017). Profil keterampilan berpikir kritis siswa menggunakan pembelajaran discovery inquiry pada konsep koloid [The profile of students' critical thinking skills using discovery inquiry learning on the colloid concept]. Chemistry Education Journal/ Jurnal Tadris Kimiya, 2(1), 109-115. https://doi.org/10.15575/jta.v2i1.1367
Sanders, M., & Moulenbelt, J. (2011). Defining critical thinking. Inquiry: Critical Thinking Across the Disciplines, 26(1), 38-46.
Sasi, A. S. (2018). International journal of educational methodology enhancing critical thinking in malaysian primary school students through PLS method. International Journal of Educational Methodology, 4(4), 243–257.
Setiana, D. S., Santosa, R. H., Izzaty, R. E., & Herawan, T. (2019). Developing mathematics learning tools to stimulate critical thinking. International Journal of Advanced Science and Technology, 128, 81–90. https://doi.org/10.33832/ijast.2019.128.08
Su, H. F. H., Ricci, F. A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. International Journal of Research in Education and Science, 2(1), 190–200. https://doi.org/10.21890/ijres.57796
Sulistyowati, F., Kuncoro, K. S., Setiana, D. S., & Purwoko, R. Y. (2019). Solving high order thinking problem with a different way in trigonometry. Journal of Physics: Conference Series, 1315(1), 1–7. https://doi.org/10.1088/1742-6596/1315/1/012001
Thinking, C. (2015). Critical thinking and problem-solving for the 21st century learner. NYSUT’s Journal of Best Practices in Education, VIII(Spring).
United Nations Development Programme. (2016). Human development report 2016. https://cutt.ly/DjA01bO
United Nations Development Programme. (2019). Indonesia masuk ke dalam kelompok kategori pembangunan manusia tinggi [Indonesia is included in the category of high human development category]. https://cutt.ly/LjA03Np
Utami, B., Probosari, R.M., Saputro, S., Ashadi & Masykuri, M. (2019). Empowering critical thinking skills with problem solving in higher education. Journal of Physics: Conference Series, 1280, 1-5.
Walker, S. E. (2003). Active learning strategies to promote critical thinking. Journal of Athletic Training, 38(3), 263-267.
Yuliati, S. R., & Lestari, I. (2018). Higher-order thinking skills (HOTS) analysis of students in solving HOTS question in higher education. Educational Science Perspective/ Perspektif Ilmu Pendidikan, 32(2), 181 - 188. https://doi.org/10.21009/pip.322.10
Zubaidah, S., Corebima, A., & Mistianah. (2015). Asesmen berpikir kritis terintegrasi tes essay [Integrated critical thinking assessment essay test]. In Symbion: Symposium on Biology Education, (pp. 200–213). Universitas Ahmad Dahlan