The Critical Thinking Process of Senior High School Students in Problem-Solving of Linear Equations System

This literature study aims to obtain the thinking process profile of senior high school students in physics problem-solving based on differences in emotional intelligence levels and gender. In this study used literature study method with phenomenological analysis, functionalism analysis, and critical analysis. The sources used to compile this article include some literature on emotional intelligence, gender effect, thinking process, problem-solving, and several empirical study on students in physics problem-solving, especially in senior high school. The authors summed up the conclusions based on the results of the literature study as follows: (1) The profile of the thinking process is influenced by emotional intelligence level and gender; (2) Emotional intelligence is directly proportional to the thinking process of students in the process of solving physics problems; (3) Students who have high emotional intelligence are more likely to have high physics problem-solving skills; (4) Gender differences (male and female) in solving physics problems, generally, are still debatable, in which sense is it better? Then it further research needs that is valid and reliable to answer this question. (5) There is a strong tendency that the male gender is more resilient in dealing with and solving complex physics problems; (6) The gender of female students is superior in solving physics problems that require very high detail. The main implication of this article is to obtain the thinking process profile of senior high school students in physics problem-solving based on terms of differences in emotional intelligence levels and gender.

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Instructional Exposure of Senior High School Students to Approaches that Promote Critical Thinking and Problem-Solving Skills

Journal of Asian Research ◽

10.22158/jar.v5n1p1 ◽

2021 ◽

Vol 5 (1) ◽

pp. p1

Author(s):

Emolyn M. Iringan

Keyword(s):

High School ◽

High School Students ◽

Critical Thinking ◽

Problem Solving ◽

Senior High School ◽

Instructional Materials ◽

School Students ◽

Problem Solving Skills ◽

Visual Spatial ◽

Senior High School Students

This descriptive study assessed students’ exposure to activities that promote the acquisition of critical thinking and problem-solving skills. The study involved 150 randomly selected senior high school students. Results reveal that students have a “great extent” of exposure to instruction that promotes the acquisition of the desired mathematics skills, particularly on the content, strategies, assessment, and instructional materials. Students are exposed to a “great extent” to activities that allow them to predict, gather and organize information, derive conclusions, make judgment or decisions, discuss and justify solutions; however, have a “low extent” of exposure to problem posing. Students were exposed to a “very great extent” to the step by step process in dealing with problems. The students have a “great extent” of exposure to problem-solving strategies that promote verbal-logical, visual-spatial, and organizing skills, however, to a low extent in restructuring and rethinking skills. Students’ exposure to the use of manipulatives or mathematical models, calculators, creative pictures and diagrams, worksheets, online materials, creative PowerPoint presentations, varied textbooks, and scholarly materials in mathematics problem solving was to a “great extent” but “low” on the use of mathematics software and videos. Along assessment, students have a “great extent” of exposure to assessment on knowledge, comprehension, application, synthesis, and evaluation skills but to a “low extent” on assessment that requires metacognitive and reflective thinking.

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