Analysis of Students' Critical Thinking Abilities Using The PDEODE Strategy in Terms of Cognitive Style Through Online Learning

The existence of the Covid-19 pandemic in 2020 resulted in learning being carried out on-line. However, critical thinking skills are still honed in the learning process. The purpose of this study was to obtain a description of the critical thinking skills of students of Mathematics Education 2019, PGRI Ronggolawe Tuban University in the Environmental Knowledge course using the PDEODE strategy on the Reflective cognitive style and Impulsive cognitive style. This type of research is descriptive exploratory research, Data collection techniques used MFFf (Matching Familiar Figures Test (MFFT) and critical thinking ability tests. The research subjects were 12 students. The results showed that: 1) There were 5 students with a reflective cognitive style and 7 students with an 9pulsive cognitive style. 2) The average results of critical thinking skills for all aspects of critical thinking components in the reflective cognitive style group are: 40% for high category 20% for moderate category 40% for low category while in the impulsive cognitive style group: 28.6% for high fJ.tegory 28.6% for medium category, and 42.8% for low category. The conclusion is that the PDEODE strategy can be applied in online learning to empower critical thinking ski! ls in terms of reflective and impulsive cognitive styles.

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MODEL TEAMS GAMES TOURNAMENT BERBANTUAN MEDIA PERMAINAN PLETOKAN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR

Jurnal Educatio FKIP UNMA ◽

10.31949/educatio.v6i2.376 ◽

2020 ◽

Vol 6 (2) ◽

pp. 219-224

Author(s):

Nita Mustika Sari ◽

Siti Masfuah ◽

Sekar Dwi Ardianti

Keyword(s):

Critical Thinking ◽

Data Collection ◽

Thinking Skills ◽

Class Action ◽

Critical Thinking Skills ◽

Learning Activities ◽

Research Subjects ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Class Iv

This study aims to describe the TGT model assisted by petting games to improve students' critical thinking skills. This class action research will be carried out in class IV SDN Pati Wetan 03 with research subjects 35 students and teachers planned in 2 cycles. Data collection techniques in this study were observation, interview, documentation, and test techniques. Analysis of the data used is quantitative and qualitative analysis. Results Increased student learning activities attitudes in the first cycle of 75.5 and increased in the second cycle to 80.5. Whereas the students' learning activities aspects of skills in the first cycle amounted to 70.5 and increased in the second cycle to 79.7. Increased students' critical thinking skills in the first cycle by 70.2 and increased in the second cycle to 81.6. The results of the study can be concluded that the results of the application of the model assisted by plete playing media can improve students' critical thinking skills. Keywords: Teams Games Tournament, Pletokan Games, Critical Thinking Ability

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Analisis Kemampuan Berfikir Kritis Siswa yang Bergaya Kognitif Reflektif dan Impulsif pada Pembelajaran Biologi melalui Model SQ3R (Survey, Question, Read, Review, Recite) dengan Media Kartu Bergambar

BIO-PEDAGOGI ◽

10.20961/bio-pedagogi.v6i2.20694 ◽

2017 ◽

Vol 6 (2) ◽

pp. 13

Author(s):

ARNIYAWATI ARNIYAWATI ◽

IMAS CINTA MULYA

Keyword(s):

Critical Thinking ◽

Cognitive Style ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Survey Question ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Biology Learning ◽

Data Collection Technique ◽

Matching Familiar Figures Test

In the curriculum of 2013 critical thinking ability is a demand that must be implemented, but in reality the process of learning in the class has not been empowering students' critical thinking skills. Then besides critical thinking another aspect to note is the aspect of cognitive style. This study aims to determine the ability of critical thinking students’ cognitive reflective and impulsive style. The subjects of this study are the students of class VII A SMP Negeri 4 Tuban as many as 23 students, with 13 students with reflective cognitive style, and 10 students with cognitive impulsive style. Data collection technique in this research is MFFT (Matching Familiar Figures Test) developed by warli (2010) to know cognitive style and critical thinking test based on Ennis indicator (2011), then data about critical thinking of cognitive-style students Reflective and impulsive, was analyzed using nonparametric statistics through the Mann-Whitney test. The results in this study show the similarities between students who are reflective cognitive style with students who have cognitive impulsive style in students' critical thinking ability, because the result of the students in the same reflective style with impulsive students is because this subject is taken from the sample Class VII A where the class is the preferred class (superior). Thus it can be concluded that students' critical thinking ability with reflective cognitive style does not differ with cognitive impulsive students in Biology learning through SQ3R model (Survay, Question, Read, Recite, And Review) with pictorial card media.

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ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS (BKM) SISWA SMP PADA MATERI SEGIEMPAT DAN SEGITIGA

JPMI (Jurnal Pembelajaran Matematika Inovatif) ◽

10.22460/jpmi.v1i5.p1015-1024 ◽

2018 ◽

Vol 1 (5) ◽

pp. 1015

Author(s):

Regiana Khulsum ◽

Yani Suryaningsih ◽

Marchasan L. E. J. Riajanto

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Research Subjects ◽

Research Instrument ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Low Ability

This research is motivated by the importance of mathematic critical thinking ability for students and the low ability of students matematics critical thinking. The population in this study were all students of SMPN 2 Cimahi class VII, while the sample was students of class VII-7. Then through observation and interview determined 6 students as research subjects. The method used in this study is analytic descriptive. The research instrument is 5 essay questions that represent indicators of mathematic critical thinking ability. The results showed that the average achievement of students in each indicator was less than 50%, which means it can be concluded that students' critical thinking skills are still relatively low.

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ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA BERDASARKAN TIPE KEPRIBADIAN YANG DOMINAN DI KELAS XI MIA SMA NEGERI 2 KOTA JAMBI

PHI: Jurnal Pendidikan Matematika ◽

10.33087/phi.v2i1.24 ◽

2018 ◽

Vol 2 (1) ◽

pp. 33

Author(s):

Rina Febriana ◽

Zulyadaini Zulyadaini ◽

Aisyah Aisyah

Keyword(s):

Qualitative Research ◽

Critical Thinking ◽

Creative Thinking ◽

Mathematical Thinking ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Research Subjects ◽

Critical Thinking Ability ◽

Thinking Ability

Abstract: Math is able to train logical, analytical, systematic, critical, and creative thinking of students. Mathematical critical thinking ability is a capability that supports a variety of other mathematical thinking abilities. The students' critical thinking ability is also closely related to the personality or character of the student. Personality can affect how a person behaves, thinks, or interacts with around. The personality types discussed in this study are examined from four types of temperaments by the theories of Hippocrates and Galenus. This research includes the type of qualitative research that uses descriptive qualitative research methodology. This research will be conducted on the students of class XI MIA SMA Negeri 2 Kota Jambi. The thing described in this research is the students' mathematical critical thinking based on the dominant personality type on linear program solution. The results of personality tests of the instrument adapted from the patterns of personality by Lana Bateman found 40 dominant students that is the type of phlegmatic personality. Furthermore, based on sampling technique that is purposive sampling technique, 2 students are taken as research subjects ie phlegmatic students with the highest level of critical thinking ability called first phlegmatic students and phlegmatic students with the lowest level of critical thinking ability is called second phlegmatic student. From the results obtained can be concluded that the first phlegmatic students have the level of critical thinking skills are very critical and the second phlegmatic students have a critical level of critical thinking is not critical. This is inversely between the ability to think critically and the type of phlegmatic personality. The first phlegmatic student with enough phlegmatic category has critical critical mathematical thinking and the second phlegmatic student with very high / dominant phlegmatic category, critical critical thinking ability is not critical.Keywords: Mathematical Critical Thinking Ability, Four Temperament Types

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THE USE OF PROJECT BASED LEARNING METHOD IN DEVELOPING STUDENTS' CRITICAL THINKING

Indonesian Journal of Learning and Instruction ◽

10.25134/ijli.v2i01.1686 ◽

2019 ◽

Vol 2 (01) ◽

Author(s):

Iskandar Iskandar ◽

Sri Mulyati

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Research Subjects ◽

Critical Thinking Ability ◽

Thinking Ability ◽

High Motivation ◽

The Difference

This research aims to determine the difference of students' critical thinking ability between class which get Project Based Learning (PjBL) method and expository method. The method use experimental method with factorial design 2x2. The research subjects are class X-IPS 1 as an experimental class consists of 32 students and class X-IPS 2 as a control class consists of 32 students. The data collection techniques use test and questionnaires. While, the data analysis technique uses two way Anova. From the result of data analysis, PjBL method is more effective in improving students� critical thinking ability compared with expository method. However, there is a difference in critical thinking skills, where students with high motivation levels are more effective than students with low motivation. For students who have high motivation but use PjBL method, it is better when compared with students who have high motivation but use expository methods in the control class. There is an interaction between learning methods with learning motivation in affecting the students� critical thinking ability. Therefore, it is recommended for teacher to use PjBL method on cooperative material. In PjBL method, teachers play an important role in the implementation of the learning process for it requires mastery of materials and good class management and students should actively participate in project execution activities to make learning more meaningful.

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Pengaruh Pembelajaran Online Berbasis Kooperatif dan Outcome Based Education Terintegrasi Kearifan Lokal Terhadap Kemampuan Berfikir Kritis

JURNAL PIJAR MIPA ◽

10.29303/jpm.v16i2.2219 ◽

2021 ◽

Vol 16 (2) ◽

pp. 151

Author(s):

Kumala Ratna Dewi ◽

Dadi Setiadi ◽

I Wayan Merta

Keyword(s):

Online Learning ◽

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Choice Test ◽

Control Group ◽

Critical Thinking Ability ◽

Outcome Based Education ◽

Thinking Ability ◽

Experimental Group

The ability to think critically is stated as an essential skill in 21st century society so it must be integrated into the learning process. Critical thinking can be implemented through the cooperative learning model and Outcome Based Education integrated with local wisdom. The inclusion of local wisdom in learning is a manifestation of the mandate of national education. The occurrence of the Covid-19 outbreak requires learning to be carried out online. The purpose of this study was to determine the effect of cooperative-based online learning and Outcome Based Education integrated local wisdom on critical thinking skills. The research method used the nonequivalent pretest-posttest control group design, the determination of the sample used purposive sampling technique, the data collection used a multiple choice test, and the data were analyzed using the MANOVA test using SPSS 16,0. The pre-test average test result of Critical Thinking ability in the experimental group was 37.5, while the control group score was 53,57. Furthermore, the Post-Test average of Critical Thinking ability of the experimental group was 67,14, while the control group was 57,5. The results of the Test Between Subject Effect analysis resulted in a significant value of critical thinking skills of 0,004. Based on these results, it can be stated that there is an effect of cooperative-based online learning and Outcome Based education integrated local wisdom on the critical thinking skills of students of SMAN 8 Mataram.

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Proses Berpikir Kritis Matematis Siswa Ditinjau Dari Tipe Kepribadian Ekstrovert dan Introvert

Mosharafa: Jurnal Pendidikan Matematika ◽

10.31980/mosharafa.v10i3.1038 ◽

2021 ◽

Vol 10 (3) ◽

pp. 437-448

Author(s):

Rindu Rudianti ◽

Aripin Aripin ◽

Dedi Muhtadi

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Personality Types ◽

Critical Thinking Skills ◽

Critical Thinking Ability ◽

Learning Mathematics ◽

Thinking Ability ◽

Ability Tests ◽

The Subject ◽

Thinking Process

AbstrakPenelitian dilakukan mengingat pentingnya memperhatikan kemampuan berpikir kritis dan tipe kepribadian untuk menunjang keberhasilan belajar matematika. Penelitian ini mendeskripsikan proses berpikir kritis matematis siswa ditinjau dari tipe kepribadian ekstrovert dan introvert. Metode penelitian yaitu kualitatif eksploratif, dengan subjek sebanyak empat siswa kelas XII teknik busana butik salah satu SMK Negeri di Rajadesa. Instrumen yang digunakan yaitu tes kemampuan berpikir kritis matematis, wawancara, dan angket tipe kepribadian. Hasil penelitian menunjukkan bahwa subjek ekstrovert lebih cepat dibandingkan dengan introvert dalam menyelesaikan masalah, tetapi kurang teliti dalam menyelidiki permasalahan. Subjek ekstrovert juga menggunakan konsep yang salah ketika menarik kesimpulan, mereka tidak tepat dalam mengaitkan informasi yang ada dengan pengetahuan yang dimilikinya. Sedangkan subjek introvert, cenderung tenang, teliti, hati-hati, dan memikirkan kembali solusi sebelum menarik kesimpulan. Siswa introvert mampu mengembangkan argumen dengan mengembangkan informasi yang ada dan memberikan pernyataan yang mengarah pada langkah-langkah yang diambil dalam menyelesaikan masalah, meskipun tidak dapat menuliskannya dengan tepat. Students' Mathematical Critical Thinking Process Judging from Extrovert and Introvert Personality TypesAbstractThe research was conducted considering the importance of paying attention to critical thinking skills and personality types to support the success of learning mathematics. This study describes students' mathematical critical thinking processes in terms of extrovert and introvert personality types. The research method is qualitative exploratory, with the subject as many as four students of class XII fashion boutique engineering one of the SMK in Rajadesa. The instruments used are mathematical critical thinking ability tests, interviews, and personality type questionnaires. The results showed that extroverted subjects were faster than introverts in solving problems but less thorough in investigating problems. Extroverted subjects also use the wrong concept when concluding, they are not right in relating the existing information to the knowledge they have. While introverted subjects tend to be calm, thorough, careful, and rethink solutions before concluding. Introverted students can develop arguments by developing existing information and providing statements that lead to the steps taken in solving problems, even though they cannot write them down correctly.

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CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

ALGORITMA Journal of Mathematics Education ◽

10.15408/ajme.v2i1.16314 ◽

2020 ◽

Vol 2 (1) ◽

Author(s):

Maifalinda Fatra ◽

A Rizki ◽

Tita Khalis Maryati

Keyword(s):

Critical Thinking ◽

Mathematics Learning ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Simple Explanation ◽

Critical Thinking Ability ◽

Thinking Ability

Mathematical Critical thinking is one of mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge. Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the abilities of students' mathematics critical thinking.

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The critical thinking dispositions of students around coffee plantation area in solving algebraic problems

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i2.10.10946 ◽

2018 ◽

Vol 7 (2.10) ◽

pp. 18

Author(s):

Kurniati Dian ◽

Zayyadi Moh

Keyword(s):

Critical Thinking ◽

Junior High School ◽

Video Recording ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Research Subjects ◽

Coffee Plantation ◽

Thinking Dispositions ◽

Critical Thinking Dispositions ◽

Thinking Disposition

The present study aimed at describing the dispositions of students around a coffee plantation in solving algebraic problems, especially those pertaining to fraction and comparison. Critical thinking disposition denotes the initial milestone to developing students’ critical thinking skills. The study investigated four components of critical thinking dispositions, comprising of truth-seeking, open-mindedness, self-confidence, and inquisitiveness. The subjects under investigation were 45 students at the second grade of a junior high school situated around Garahan coffee plantation in Jember district, East Java, Indonesia. The study covered several phases, inter alia, (1) describing problems on Algebra to the students, (2) recording any activities of the research subjects when doing tasks given, (3) analyzing the students’ answer sheets based on four components of critical thinking dispositions, (4) conducting method triangulation projected to confirm the preliminary findings on the students critical thinking dispositions, and (5) determining the students’ critical thinking dispositions based on the results of direct observation, video recording, and interview. The study gained several findings related to the students’ dispositions. First, the students’ tendency in truth-seeking was characterized by their analysis on the problems given on themes regarding coffee. This prevented them from making mistakes as they checked some information, be it known or unknown, as the bases for problem solving. However, not every student was aware of what was unknown about the problem or what was required to solve the problem. Second, their tendency in open-mindedness was evinced by the fact that they were assured of their answer as they related it to their experience in planting coffee. Nevertheless, some students tended to ask their parent when they had to determine the amount of diameter comparison between two logs to be connected. Third, they tended to be confident in solving problems given as they had experienced the activities described in the problem when they assisted their parents in planting coffee, but still some students had yet to be sure of their answers as they lacked the experience in planting coffee. Lastly, they tended to possess sound inquisitiveness concerning various issues pertinent to solving algebraic problems, especially themed on coffee. They acquired the inquisitiveness by observing the actual activity in their environment. Nonetheless, their inquisitiveness could not be generalized to algebraic lessons at school.

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The Analysis of Critical Thinking Skill of Version P21 in Solving the Problems of Two Dimensional Arithmetic Derived from the Implementation of Guided Discovery Learning

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v6i1.m02 ◽

2018 ◽

Vol 6 (01) ◽

Cited By ~ 2

Author(s):

Afif Alfa Robi ◽

Hobri . ◽

Dafik .

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Two Dimensional ◽

Guided Discovery ◽

High Category ◽

Thinking Ability ◽

Level 3 ◽

Level 2 ◽

Very High

This study aims to analyze the critical thinking skills of P21 students in solving Arithmetic Two Dimensional problems through the application of Guided Discovery Learning. GDL is a learning process that occurs when students are not presented with material in final form but learners are expected to organize their own material with guidance from educators if needed. Implementation of GDL in learning process is expected to improve students' thinking ability, especially critical thinking ability version P21. According to P21, in the 21st century, every individual is required to have 4C's skills in order to compete globally and one of 4C's skills is critical thinking. By having these skills, learners are expected to achieve success in life and work. The subjects of this study are discrete mathematics class students, as many as 64 students. Research steps are by providing initial knowledge of Two Dimensional Arithmetic materials through GDL method and Student Worksheet (LKM) then at the end of student learning work on Test Mastery of Teaching Materials (TPBA). The test results are then analyzed using the P21 critical thinking indicator that is reasoned effectively, using a system of thinking, making judgments and decisions. From the analysis result of Teaching Material Mastery Test obtained data about critical thinking level of students, in class A there are 25 students being in very high category (level 4), 10 students are in high category (level 3) and 9 students are in medium category (level 2). While in class C there are 22 students being in very high category (level 4), 4 students are in high category (level 3) and 4 students are in medium category (level 2). The study also produced a two dimensional arithmetic monograph. From the results of this study can be concluded that the application of GDL has a positive effect in developing students' critical thinking skills in solving two-dimensional arithmetic problems.

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