scholarly journals LMS-Google Classroom Digital Platform: Impact on the Critical Thinking Ability, Self-Concept, and Mathematics Anxiety of Pre-Service Mathematics Teachers During the Covid-19 Pandemic in Indramayu, Indonesia

2021 ◽  
Vol 1783 (1) ◽  
pp. 012126
Author(s):  
Mellawaty ◽  
Mochammad Taufan
Keyword(s):  
Critical Thinking ◽  
Mathematics Teachers ◽  
Mathematics Anxiety ◽  
Self Concept ◽  
Digital Platform ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Mathematics

KECEMASAN MATEMATIKA DAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA DI SEKOLAH MENENGAH PERTAMA

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Faiq Zulfikar Hadi ◽  
Maman Fathurrohman ◽  
Cecep Anwar Hadi
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Junior High ◽  
Negative Relationship ◽  
High Anxiety ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Mathematics

This research is conducted by the low mathematics critical thinking ability of students in junior high schools, especially in  VII grade .Students of VII grade commonly are transitioning from elementary school to junior high school could be a reason how low students of VII grade on mathematic critical thingking ability. The low ability mathematics critical thingking one of caused by mathematics anxiety. This study aims to find a relationship between math anxiety and mathematics critical thinking ability of VII grade at SMPN 5 Serang City. The method of this research is quantitative descriptive by making 110 students from VII grade as a sample. The data were collected using questionnaire and test. The result of this study indicate that 1) the ammount of correlation between math anxiety with critical thingking ability is -0,5991> rs table 0,1695, which means there is a significant and negative relationship between anxiety and critical thingking ability 2) the average of students’s mathematics critical thingking ability is different where score between students with low anxiety have a better score than student with mid anxiety and low anxiety,and students with mid anxiety have a better score than students with high anxiety, and students with mid anxiety have a better score than students with high anxiety.

scholarly journals Keefektifan PBL seting kolaboratif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa

2018 ◽  
Vol 5 (2) ◽  
pp. 190-200
Author(s):  
Tety Dwi Setyaningsih ◽  
Agus Maman Abadi
Keyword(s):  
Critical Thinking ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Comparison Group ◽  
T Test ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
And Mathematics

Penelitian ini bertujuan untuk mendeskripsikan mana yang lebih efektif antara PBL setting kolaboratif kelompok dan berpasangan ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa. Penelitian ini adalah penelitian quasi eksperimen dengan desain pretest-postest nonequivalent comparison-group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 3 Kalasan yang terdiri dari empat kelas. Kelas VII C dan VII D ditentukan sebagai sampel secara acak. Dari kedua kelas tersebut diberi instrumen pretest dan postest tentang prestasi belajar aljabar, kemampuan berpikir kritis dan angket kecemasan siswa. Untuk menguji keefektifan pembelajaran digunakan uji one sample t-test. Untuk menguji perbedaan keefektifan digunakan uji MANOVA dan untuk mengetahui pembelajaran mana yang lebih efektif digunakan uji independent sample t-test. Hasil penelitian menunjukkan: (1) PBL seting kolaboratif kelompok maupun berpasangan masing-masing efektif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa, (2) PBL seting kolaboratif kelompok lebih efektif dibandingkan PBL seting kolaboratif berpasangan ditinjau dari prestasi belajar aljabar, namun tidak terdapat perbedaan keefektifan ditinjau dari kemampuan berpikir kritis dan kecemasan siswa. The effectiveness of PBL with collaborative setting in terms of algebraic achievement, critical thinking ability, and math anxiety AbstractThis study aimed to describe which was more effective between PBL with grouped collaborative setting or paired collaborative setting in terms of the algebraic achievement, critical thinking ability, and mathematics anxiety. This research was quasi-experimental with the pretest-posttest nonequivalent comparison-group design. The research population included all 7th grade students of SMP Negeri 3 Kalasan which consisted of four classes. Two classes were randomly established as the sample. Before and after the treatment, these two classes were given a pretest and posttest of algebraic achievements, critical thinking ability, and and questionnaire of math anxiety. To test the effectiveness of this study, the researcher used one sample t-test; to examine differences in the effectiveness, the researcher used MANOVA; to determine which learning model was more effective, the researcher used the independent sample t-test. The results of this study show that: (1) the PBL with grouped and paired collaborative setting were effective in terms of the algebraic achievements, critical thinking ability, and mathematics anxiety, (2) the PBL with grouped collaborative setting was more effective than that using the PBL with paired collaborative setting in terms of algebraic achievement, but no difference in the effectiveness in terms of critical thinking ability and math anxiety

scholarly journals Hubungan Konsep Diri dengan Kemampuan Berpikir Kritis Peserta Didik Konsep Ekosistem

2021 ◽  
Vol 9 (1) ◽  
pp. 51-58
Author(s):  
Nurhasanah Nurhasanah ◽  
◽  
Diana Hernawati ◽  
Ryan Ardiansyah ◽  
◽  
...  
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Self Concept ◽  
Sampling Techniques ◽  
Test Analysis ◽  
Critical Thinking Ability ◽  
Bivariate Correlation ◽  
Thinking Ability

This research is a correlational study that connects the concepts of self with the learnerscritical thinking ability on the ecosystem material. Samples of the research of 30 students as participants with sampling techniques purposive sampled. The research instruments used include questionnaires adopted from the Tennessee Self Concept Scale (TSCS) developed by William H. Fitts and a breakdown test for measuring critical thinking skills. The self-concept questionnaire consisted of 43 statements. Hypotheses testing uses bivariate correlation regression. Before a hypothesis test with a regression linierity is performed, first data is tested for normality and its homogenization as a prerequisite test analysis. The results showed no relation between self-concept and critical thinking ability (R = 0,471; R2 = 0,222) means there is a self-concept contribution to the critical thinking ability of 22.2%.

Effects of a Computer-Supported Intentional Learning Environment (CSILE) on Students' Self-Concept, Self-Regulatory Behavior, and Critical Thinking Ability

1995 ◽  
Vol 13 (4) ◽  
pp. 375-385 ◽  
Author(s):  
Gail R. Ryser ◽  
James E. Beeler ◽  
Carol M. McKenzie
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Self Concept ◽  
Intentional Learning ◽  
Control Group ◽  
Constructivist Learning Environment ◽  
Critical Thinking Ability ◽  
Regulatory Behavior ◽  
Thinking Ability

Differences in eighth graders' self-concept, self-regulatory behavior, and critical thinking ability between two groups—one group using a software package called CSILE (Computer-Supported Intentional Learning Environment) in a constructivist learning environment and one control group—were investigated. Data were gathered over a one-year period using a quasi-experimental pre-posttest nonequivalent control group design. Results indicated that the CSILE group had a higher level of self-regard, improved ability to regulate their behavior and an increased ability to make credible judgments about someone else's assertions than did the control group ( p < 0.05). The findings are consistent with Scardamalia's assertion that CSILE emphasizes critical thinking skills [1]. Additionally, students in the CSILE group were in a student-directed learning environment which improved their self-concept and may have transferred to their ability to manage their behavior.

scholarly journals Pengaruh Konsep Diri dan Percaya Diri terhadap Kemampuan Kemampuan Berpikir Kritis Matematis

2019 ◽  
Vol 5 (1) ◽  
pp. 73
Author(s):  
Aziz Nur Rohmat ◽  
Witri Lestari
Keyword(s):  
Regression Analysis ◽  
Critical Thinking ◽  
Positive Influence ◽  
The Self ◽  
Self Concept ◽  
Critical Thinking Ability ◽  
Self Confidence ◽  
Thinking Ability ◽  
Conducting Research

<p><em>Research was conducted at SMA Negeri 16 Jakarta with the aim of research to know the influence of self-concept and confident in the ability of critical thinking mathematically. The study method in the form of correlational surveys with double regression analysis. The research used is by classifying the concept of self and confident each student who will be attributed to the ability of critical thinking mathematically. After conducting research and analyzing data, the researchers finally can withdraw that: 1) There are significant positive influences of self-concept and self-confidence together against the student's mathematical critical thinking ability, 2) There is an insignificant positive influence on the self-concept of the student's mathematical critical thinking ability, and 3) there is an insignificant positive influence of confidence in the students  mathematical critical thinking ability.</em></p>

scholarly journals The Influence of Self Regulated Learning to Mathematics Critical Thinking Ability on 3D-Shapes Geometry Learning using Geogebra

2018 ◽  
Vol 7 (1) ◽  
pp. 40 ◽  
Author(s):  
Destia Wahyu Hidayati ◽  
Lenny Kurniati
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
Critical Thinking Ability ◽  
Self Regulated Learning ◽  
Thinking Ability ◽  
Regulated Learning ◽  
And Mathematics ◽  
3D Shapes

<p>3D-Shapes Geometry is one of the subjects material that must be taught to students in Mathematics Education Program, which later after graduation will become a math teacher. Learning 3D-Shapes Geometry has relevance to the mathematics critical thinking ability. Students who have the ability to think critically can think rationally by collecting information as completely as possible. Learning that can stimulate the ability of critical thinking should be learning in which there are activities that are student-centered learning. One of the lessons in 3D-Shapes Geometry that can be used is learning using <em>Geogebra Software</em> . Learning 3D-Shapes Geometry using <em>GeoGebra</em> aided is very possible to make students practice independently spatial capabilities that will foster self regulated learning. The existence of self-regulated learning in the student's learning will make the students able to interpret, analyze, evaluate, and infer in learning. These capabilities will form the mathematics critical thinking ability. The purpose of this research is to determine whether or not there is a relationship between self regulated learning and mathematics critical thinking ability and to find out coefficient of correlation of them. This research is a quantitative research. Before the research begins, the researchers took the value of the task as the preliminary data and it is tested normality. Data collection techniques in this research is the scale of self regulated learning and tests in the form of mathematics critical thinking ability. The scale of self regulated learning and mathematics critical thinking ability tests are validated first. Data test of mathematics critical thinking ability of is tested normality, then data of scale self regulated learning and test of mathematics critical thinking ability are tested regression. The result of this research is there is influence of self regulated learning to the mathematics critical thinking ability of 45 , 7 %.</p>

scholarly journals Peningkatkan Kemampuan Berpikir Kritis dan Hasil Belajar Matematika Materi Program Linear Melalui Model Pembelajaran Kontura Pada Siswa Kelas XI IIA MAN Karanggede

2019 ◽  
Vol 10 (1) ◽  
pp. 1086-1094
Author(s):  
Erma Hidayati Choiriyah
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Mathematics

Abstract. This study aims to improve Critical Thinking Ability and mathematics learning outcomes of linear program material through the KONTURA learning model in class XI IIA MAN Karanggede in semester 1 of the school year 2017/2018. The KONTURA Learning Model is a combination of Contextual Learning Models and Peer Tutors and uses GeoGebra media. This type of research is Classroom Action Research conducted in two cycles with research subjects in class XI IIA MAN Karanggede in semester 1 of the year 2017/2018, totaling 25 children consisting of 9 men and 16 women. Data collection techniques used were observation, documentation, tests and questionnaires. Data analysis used included qualitative data analysis, namely data reduction, data presentation, and conclusion, as well as quantitative data analysis, namely the assessment of Critical Thinking Ability and peer observation of the implementation of the KONTURA learning. The results of this study indicate that Critical Thinking Ability and Mathematics student learning outcomes through the KONTURA learning model in class XI IIA MAN Karanggede in the first semester of the 2017/2018 academic year can increase. Improved Critical Thinking Ability can be seen from the results of the questionnaire Critical Thinking Ability with the following results: High Critical Thinking Ability there are 3 students (12%), after the application of the KONTURA learning model the students' Critical Thinking Ability increases to: High Critical Thinking Ability there are 22 students ( 88%), there is a 76% increase. Student learning outcomes can increase from the number of students who get very good grades there are 0 students or 0%, the number of students who get good grades there are 0 students or 0%, after applying the KONTURA learning model the learning outcomes increase: the number of students who get very high scores either there is 1 student or 4%, the number of students who score well is 5 students or 20%, there is a 24% increase.

scholarly journals Critical Thinking Competence as regard of Self-Concept and Gender Differences

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Sadikin Sadikin ◽  
Fahinu Fahinu ◽  
Ruslan Ruslan
Keyword(s):  
Critical Thinking ◽  
Female Student ◽  
Male Student ◽  
Male Students ◽  
Self Concept ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Gender ◽  
Competence Test ◽  
Five Phases

The study was a qualitative research that focused to describe students’ critical thinking competence in mathematics. The subjects were six students from the X MIA-2 class of SMA 11 Kendari consisted of one male student categorized has a high self-concept, one male student categorized has a moderate self-concept, one male student categorized has a low self-concept, one female student categorized has a high self-concept, one female student categorized has a moderate self-concept, and one male student categorized has a low self-concept. In collecting data, the researcher used test instrument and questionnaire which were critical thinking competence test and self-concept questionnaire. Furthermore, the data collected were analyzed based on five phases of students’ critical thinking ability in mathematics. The result of the study revealed that male students had better critical thinking abilities than female students. A better self-concept category will contribute to enhance student’s critical thinking in mathematics

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