scholarly journals Students’ Thinking Process in Solving Abstraction Problems in Mathematics: A Case Study on Limited Test of Development Research Instrument

2021 ◽  
Vol 12 (6) ◽  
pp. 2594-2601
Author(s):  
Izwita Dewi, Nurhasanah Siregar, Ade Andriani
Keyword(s):  
Qualitative Data ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Research ◽  
Data Collection And Analysis ◽  
Thinking Process ◽  
Thinking Processes ◽  
Qualitative Data Collection

Abstraction is an activity performed in daily life and the ability needs to be developed, especially in mathematics learning. The information on how students solve problems is important for teachers to consider the strategies to use in helping the students. This research was carried out due to the answers’ variations discovered in abstraction problems. Therefore, it aimed to investigate students' thinking processes in solving problems. The research was a combination of the Sequential Explanatory Design model that used both quantitative and qualitative data collection and analysis methods, while the subjects used were 33 students of seventh grade. The result showed guessing and drawing was used to solve the abstraction problems, but only one student employed patterns and pictures in the process. Consequently, training students on critical thinking skills utilization to solve abstraction problems easily was suggested in mathematics learning.

scholarly journals Students' Critical Thinking Process in Solving Jumping Task According to Gregorc's Thinking Style

2021 ◽  
Vol 8 (1) ◽  
pp. 15-31
Author(s):  
Hobri Hobri ◽  
Samsul Arifin ◽  
Randi Pratama Murtikusuma ◽  
Ervin Oktavianingtyas ◽  
Inge Wiliandani Setya Putri
Keyword(s):  
Qualitative Research ◽  
Critical Thinking ◽  
Incomplete Information ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Styles ◽  
Thinking Style ◽  
Study Results ◽  
Thinking Process ◽  
Thinking Processes

Indonesian students are lacking in critical thinking skills, however, studies analyzing critical thinking processes and their relation to thinking styles are limited. This study aimed to describe students’ critical thinking processes in solving jumping task problems according to Gregorc's thinking style. The subjects of this present qualitative research were eight Year 7 students. The instruments included a thinking style questionnaire, tests, and interview guidelines. The results showed that concrete sequential subjects tended to write the completion stages sequentially and analyzed them well. Abstract sequential subjects were inclined to solve the problems based on the known concepts without completing the work. Concrete random subjects tended to write information in their own way without completing their work. Meanwhile, abstract random subjects were inclined to write incomplete information and did not complete their work. Generally, based on the IDEALS model, the two sequential subjects were similar in the identity, define, and enumerate steps, while the two random subjects only had similarities in the identity step. This study results imply that jumping tasks can be used as an alternative in developing students’ critical thinking skills.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

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.

Teaching practicum and the development of professional and pedagogical knowledge

2020 ◽  
Vol 15 (1) ◽  
pp. 67-90
Author(s):  
Minerva Rosas ◽  
Verónica Ormeño ◽  
Cristian Ruiz-Aguilar
Keyword(s):  
Student Teachers ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
Critical Thinking Skills ◽  
Initial Teacher Education ◽  
Teaching Programme ◽  
Teaching Practicum ◽  
The University ◽  
The Relationship

To assess the progressive teaching practicums included in an English Teaching Programme at a Chilean university, 60 former student-teachers answered a questionnaire with both Likert-scale and open-ended questions. The issues assessed included the relationship between the progressive teaching practicums and the curriculum’s modules and sequence, and the skills developed while implementing innovation projects during the student-teachers’ two final practicums. Quantitative and qualitative data analyses allowed us to identify both strengths and weaknesses. The participants highlighted strengths in the areas of teaching strategies, critical thinking skills and professional and pedagogical knowledge. Among the weaknesses, they identified limited supervision and feedback, and diverging views on teaching education between the university and the schools as the most difficult to deal with. These findings may be useful for introducing improvements in Initial Teacher Education aimed at reducing problems and discrepancies and devising suitable induction processes.

scholarly journals KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN MATEMATIKA DENGAN PROBLEM BASED LEARNING

Eksponen ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 55-66
Author(s):  
Berta Apriza
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Needs ◽  
The Social ◽  
Learning Programs ◽  
Mathematical Problems ◽  
The One

Education functions to upgrading, forming, character and develop civilization nation. Having the ability to think and actions to effective and creative in the realm of abstract and concrete can be used as self development independently. Students need to armed with critical thinking skills, systematic, logical, creative, and cooperate effectively to obtain, choose, and manage an information. Mathematics learning is directed to develop critical thinking skills and discussed open and objective because mathematics having strong and structure clear and links between the concept of the one with another concept. By analyzing learning needs of mathematics, formulate and designed a learning programs, choose a strategies and evaliated them correctly to get good results. The ability critical thinking is very important in studying new matter and that known way, and learn to ask effectively and reach a conclusion consistent with the facts. Mathematic learning with problem based learning is the concept of better used activity of the student during learning. In accordance with statements from Westwood (2008: 31) stated that PBL: 1) propel oneself directly in learning, 2) prepared students to critical thinking and analytical, 3) give opportunity to students to identify, find and use numerous this approuch in should think, 4) is the learning is very closely related to the real world and motivate students, 5) involving activeness in integrating information and skills of various the discipline, and 6) knowledge and strategy by the possibility of will be maintained and tranferred to the learning situation other, improve the ability to communicate and the social skills needed to cooperation and teamwork. By chance the learning process as an alternative in solving mathematical problems with using the ability critical think an to cultivate the scientific attitude of student.

scholarly journals Problem Based Learning for Mathematics Critical Thinking Skills

2018 ◽  
Author(s):  
Nur Rohmatul Aini ◽  
Syafrimen Syafril ◽  
Netriwati Netriwati ◽  
Agus Pahrudin ◽  
Titik Rahayu ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Single Case ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Controversial Issues ◽  
Case Study Design ◽  
Single Side ◽  
Active Debate

This article aims to find out how to develop student’s critical thinking skills through Problem Based Learning. Single-case single-side case study design is using for method this study, involve one lecture. Data were collected through observation, interviews, and analyze document. The resultz were obtained, showing that the development of mathematics critical thinking skills was carried out using the problem based learning of two component: (i) controversial issues, and (ii) active debate. Temuan penelitian ini menunjukkan bahwa problem based learning dapat dijadikan sebagai salah satu alternative untuk mengembangkan kemampuan berfikir kritis matematis mahasiswa.

scholarly journals Development of Physics Edutainment Website to Improve Students’ Critical Thinking Skills During the Covid-19 Pandemic

2021 ◽  
Vol 14 (1) ◽  
pp. 11-22
Author(s):  
Sania Salsabila ◽  
Abd. Kholiq
Keyword(s):  
Critical Thinking ◽  
Research Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Research ◽  
Validity Data ◽  
Physics Learning ◽  
The World ◽  
The Media ◽  
Is Development

During the Covid-19 pandemic that swept the world including Indonesia, and to improve students' critical thinking skills, it is necessary to have supporting media in the learning process as an edutainment website. This study intends to determine the validity of the edutainment website developed in physics lessons to improve student's critical thinking skills. The research method used is development research with the DDD-E model. This research was only limited to media development, and no practicality and effectiveness tests were carried out. In this study, the validity data were obtained from the results of validation by expert and were analyzed by descriptive quantitative using the category of Likert scale percentage. If the percentage of each aspect is ≥ 61%, then the edutainment website developed can be declared valid. The results of this study are the percentage of validity in the learning aspect of 90.30%, the material aspect of 90.56%, the media aspect of 88.65%, and the critical thinking aspect of 84.70%. Based on this, it can be concluded that the edutainment website is very valid so that it can be used as a physics learning media to improve students' critical thinking skills. The edutainment website can be an alternative learning media by utilizing information technology and hopefully in further research, it can apply edutainment website and perform practicality and effectiveness tests for learning both in class and distance learning

scholarly journals DEVELOPING METACOGNITIVE SKILL INSTRUMENT ON FUNGUS CONCEPT

EDUSAINS ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 243-253
Author(s):  
Zulfiani Zulfiani ◽  
Yanti Herlanti ◽  
Eny S. Rosydatun ◽  
Silak Hasiani ◽  
Ghina Rohmatulloh ◽  
...  
Keyword(s):  
Process Analysis ◽  
Monitoring And Evaluation ◽  
Expert Judgment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Research ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Learning Success ◽  
Trial Test

PENGEMBANGAN INSTRUMEN KETERAMPILAN METAKOGNITIF PADA KONSEP JAMURAbstractMetacognition involves critical thinking skills, reflective of the cognitive processes of learners who simultaneously monitor their learning success. This research is aimed to develop metacognitive skill instrument on the mushroom concept of class X students of SMA Negeri in South Tangerang. Development research method / Formative Research from van den Akker (2006) with cycle/spiral process: analysis, design, evaluation and revision, systematic reflection and documentation. The metacognitive skills instrument consists of 12 questions, with the construction of 3 high order thinking skill, open-ended, cognitive thinking questions with 9 questions of metacognitive skills (planning, monitoring, and evaluation). Instruments validated through expert judgment and trial test were limited to 38 students and obtained Cronbach Alpha value of 0.832 (high criterion). The instrument was then revised and  re-tested on 96 learners and obtained by Alpha Cronbach 0.746 (high category). The results of this study acquired an alternative method of metacognitive skills measurement of learners are integrated into the biology of learning in the classroom.AbstrakMetakogisi melibatkan keterampilan berpikir kritis, reflektif terhadap proses kognitif peserta didik yang secara simultan memantau keberhasilan belajarnya. Penelitian ini bertujuan mengembangkan instrumen keterampilan metakognitif pada konsep Jamur peserta didik kelas X SMA Negeri di Tangerang Selatan. Metode penelitian pengembangann atau development research dari van den Akker (2006) dengan proses siklus/spiral: analisis, desain, evaluasi dan revisi, refleki sistematik dan dokumentasi. Instrumen keterampilan metakognitif berjumlah 12 pertanyaan, dengan konstruksi  3 pertanyaan kognitif berpikir tingkat tinggi, open ended disertai 9 pertanyaan keterampilan metakognitif (perencanaan, monitoring, dan evaluasi). Instrumen divalidasi melalui expert judgment dan uji coba terbatas pada 38 peserta didik dan diperoleh nilai reliabilitas Alpha Cronbach 0.832 (kategori tinggi). Instrumen kemudian direvisi dan diuji coba kembali  pada 96 peserta didik dan  diperoleh nilai Alpha Cronbach 0.746 (kategori tinggi). Hasil penelitian ini diperoleh alternatif metode pengukuran keterampilan metakognitif peserta didik yang terintegrasi dalam pembelajaran biologi di kelas. 

scholarly journals Student’s thinking to identify concave plane based on Gregorc model

2019 ◽  
Vol 12 (2) ◽  
pp. 109-121
Author(s):  
Surya Enjang Krisdiantoro ◽  
Erlina Prihatnani
Keyword(s):  
Mathematics Learning ◽  
Structured Interview ◽  
Thinking Styles ◽  
Thinking Style ◽  
9Th Grade ◽  
Mathematics Knowledge ◽  
Thinking Process ◽  
Thinking Processes ◽  
The Difference ◽  
Constructing Knowledge

[English]: Mathematics learning should facilitate students' construction of knowledge. In constructing mathematics knowledge, students involve various types of thinking processes and styles. This qualitative research aimed to describe the process of students’ thinking in identifying concave plane based on Gregorc’s model of thinking style. It involved thirty-three 9th-grade students with a different style of thinking. Data were collected through tests, questionnaire, and non-structured interview then descriptively analyzed to reveal students’ thinking process and styles.  The present study found two different thinking styles, namely Sequential Concrete (SC) and Random Abstract (RA) from students who successfully identified the concave plane as a kite. There were different thinking processes in the development of definition, opinion, and conclusions from subjects with different thinking styles. However, the difference in the thinking process from each thinking styles do not hamper students’ success in constructing knowledge. Keywords: Thinking process, Concave place, Thinking style, Gregorc model [Bahasa]: Pembelajaran matematika seharusnya memfasilitasi siswa membangun pengetahuan sendiri. Dalam membangun pengetahuan, siswa melibatkan beragam proses dan gaya berpikir. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses berpikir siswa dalam mengidentifikasi bangun datar concave berdasarkan gaya berpikir model Gregorc. Subjek penelitian adalah 33 siswa kelas IX SMP yang memiliki gaya berpikir berbeda. Data dikumpulkan melalui tes, angket, dan wawancara non-terstruktur kemudian dianalisis secara deskriptif untuk mengungkap gaya dan proses berpikir siswa. Penelitian ini menemukan dua gaya berpikir berbeda yaitu Sekuensial Konkret dan Acak Abstrak dari siswa yang berhasil mengidentifikasi bangun datar concavesebagai layang-layang. Terdapat perbedaan proses berpikir dalam pembentukan pengertian, pembentukan pendapat, dan penarikan kesimpulan dari siswa dengan gaya berpikir berbeda. Namun demikan, perbedaan gaya berpikir dari setiap proses berpikir tidak membatasi keberhasilan siswa dalam mengkonstruksi suatu pengetahuan. Kata kunci: Proses berpikir, Gaya berpikir, Bangun concave, Model Gregorc  

Sign in / Sign up

Export Citation Format

Share Document