scholarly journals ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS DITINJAU DARI GAYA KOGNITIF IMPLUSIF DAN REFLEKTIF

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Naili Luma’ati Noor
Keyword(s):  
Critical Thinking ◽  
Cognitive Style ◽  
Research Method ◽  
Qualitative Approach ◽  
Critical Thinking Ability ◽  
Familiar Figure ◽  
Thinking Ability ◽  
Figure Test ◽  
Test Result ◽  
Better Than

<em>ANALYSIS OF MATHEMATICS CRITICAL THINKING ABILITY BASED IMPLUSIVE AND REFLECTIVE COGNITIVE STYLE</em>. <em>The purpose of this research was to describe the critical thinking ability of based on impulsive and reflective cognitive style. The research method used a descriptive qualitative approach. Data was taken with a the ability of matematics critical thinking test, Matching Familiar Figure Test (MFFT) to measure cognitive style, and interview. The student’s test result was analysed, then four students were selected, the two of them are impulsive cognitive style, and the others are reflective cognitive style, for qualitative analysis. The result showed that the ability of mathematics critical thinking students with reflective cognitive style is better than students with impulsive cognitive style on the indicators of understanding the problem, giving logical reasons with various relevant concepts and connecting between concepts, and making conclusions. While on the indicator of solving problems with the concepts, students with impulsive cognitive style is a better than students with reflective cognitive style.</em>

scholarly journals Model ARIAS berbasis TSTS terhadap Kemampuan Berpikir Kritis Matematis Ditinjau dari Gaya Kognitif

2018 ◽  
Vol 1 (1) ◽  
pp. 65 ◽  
Author(s):  
Desmawati Desmawati ◽  
Farida Farida
Keyword(s):  
Critical Thinking ◽  
Cognitive Style ◽  
Mathematical Thinking ◽  
Learning Model ◽  
Variance Analysis ◽  
Critical Thinking Ability ◽  
Model Based ◽  
Independent Field ◽  
Thinking Ability ◽  
Better Than

This study aims to determine whether there is the influence of ARIAS model based on Two Stay Two Stray model to critical thinking ability mathematically. This research is Quasi-Experimental Design research. Hypothesis testing using variance analysis of two different cell roads Based on the test of cell variance analysis is not the same obtained that there is influence of ARIAS model based on Two Stay Two Stray to critical mathematical thinking ability and there is influence of cognitive style to critical thinking skill mathematically, where student with treatment of learning using integrated learning model ARIAS TSTS learning model on the ability of critical thinking is better than students with learning treatment using lecture methods in terms of each student's cognitive style. The students' mathematical critical thinking ability with independent field cognitive style is better than students with cognitive field dependent style. There is no interaction between learning and cognitive styles to critical mathematical thinking skills.

scholarly journals Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving

2017 ◽  
Vol 6 (2) ◽  
pp. 234 ◽  
Author(s):  
Muhammad Ikhsan ◽  
Said Munzir ◽  
Lia Fitria
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Better Than

The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.

scholarly journals THE EFFECTS OF INQUIRY TRAINING LEARNING MODEL AND CRITICAL THINGKING ABILITY TOWARD SCIENCE PROCESS SKILLS OF SMA

2015 ◽  
Vol 4 (2) ◽  
pp. 55
Author(s):  
Ferawati Hutapea ◽  
Motlan .
Keyword(s):  
Critical Thinking ◽  
Training Model ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Science Process Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Better Than

The purpose of research are 1). To know are differences in science process skills of students with the applied of inquiry training learning model and direct instruction learning models, 2). To know are differences in science process skills of students who has high critical thinking ability and the  critically low ability, 3). To know the interaction inquiry training learning model and critical thinking ability toward students science process skills. The samples in this research conducted by cluster random sampling and  as many as two class , the first class (X-I) as experiment applied Inquiry Training learning model and the second class (X-2) as control class applied Direct Intruction learning model. The instrument used in this research is tests science process skills and critical thinking skills in the form of description and observation sheets science process skills. From these results it can be concluded that: 1) there are differences in students science process skills with applied inquiry training model and direct intruction model, 2) science process skills of students with high critical thinking ability is better than the science process skills of students with the ability to think critically low, and 3) the interaction inquiry training learning model and critical thinking ability toward the science process skills.

The Effect of Brain Based Learning on Improving Students Critical Thinking Ability and Self Regulated

2020 ◽  
Vol 2 (2) ◽  
pp. 162
Author(s):  
Sarifah Sari Maryati ◽  
Irma Purwanti ◽  
Melinda Putri Mubarika
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
School Students ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Brain Based Learning ◽  
The Brain ◽  
Better Than

This research is motivated by the low ability of mathematical critical thinking and Self Regulated Cimahi 10 Public Middle School students, so that a learning approach is needed to overcome these problems. The alternative approach applied is the Brain Based Learning Model approach.The objectives of this researcher are: 1) to examine students' mathematical critical thinking skills; 2) reviewing the Self Regulated attitude of students who obtain Brain Based Learning learning with students who have expository learning; 3) examine there is a positive correlation between Critical Thinking with Self Regulated students who obtain Brain Based Learning and expository learning. The population in this study was grade VII students of SMP Negeri 10 Cimahi. The samples in this study were class VII-B (Brain Based Learning) and class VII-D (expository). The instruments used in this study were the Critical Thinking test and the student's Self Regulated questionnaire. The test used is a subjective type test (description). The way to analyze data is with IBM SPSS Statistics 18.0 for Windows. The results showed that: 1) the mathematical critical thinking ability of students who obtained learning based on the Brain Based Learning approach was better than students who gained expository learning; 2) Self Regulated  attitude, students who get Brain Based Learning are better than students who get expository approach learning; 3) there is no correlation between critical thinking with Self Regulated students who obtain Brain Based Learning and expository learning.

scholarly journals Model pembelajaran auditory intellectually repetition terhadap peningkatan kemampuan berpikir kritis matematis siswa

2021 ◽  
Vol 2 (2) ◽  
pp. 87-93
Author(s):  
Madi Amin ◽  
Muliana Muliana ◽  
Rohantizani Rohantizani
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
P Value ◽  
Learning Approach ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Better Than ◽  
Scientific Learning

The purpose of this study was to determine the mathematical critical thinking ability of students who were taught using the Auditory Intellectually Repetition learning model was better than the mathematical critical thinking skills of students who were taught through a scientific learning approach. This study uses a quantitative approach and the type of research used is quasi-experimental research. The population in this study were 11th grade students of SMA Negeri 5 Simeulue Barat, the samples in this study were two classes selected using a nonprobability sampling technique of purposive sampling type, namely class 11 IPA-1 as an experimental class using the Auditory Intellectually Repetition model and class 11 IPA-2 as a control class using a scientific approach. The data processing technique uses SPSS version 25 with the results of the study showing that: the value of Sig (p-value) > 0.05), it is accepted that it is 0.629 in the experimental class and 0.273 in the control class so that the data has a normal distribution. The t-test analysis of students' mathematical critical thinking skills was obtained 0.001 < 0.05, then Ho was rejected and Ha was accepted. This means that the mathematical critical thinking ability of students who are taught with the Auditory Intellectually Repetition learning model is better than the mathematical critical thinking skills of students who are taught with a scientific learning approach.

scholarly journals PENERAPAN READING GUIDE DENGAN MEDIA BLOG CONTEXTUAL CONTENT DALAM MENINGKATKAN DAYA BERFIKIR KRITIS PADA MAHASISWA IKIP BUDI UTOMO MALANG

2018 ◽  
Vol 24 (1) ◽  
pp. 43-50
Author(s):  
Feri Candra Setiawan ◽  
Ferdinan Bashofi
Keyword(s):  
Critical Thinking ◽  
Learning Model ◽  
Positive Influence ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Post Test ◽  
Content Variable ◽  
Quasi Experimental ◽  
Better Than

This research aims to determine the effect of applying learning model of reading guide with blog contextual content media on students majoring in history at IKIP Budi Utomo Malang. The sample in this research is the students of history class 2017 IKIP Budi Utomo Malang.This research is a kind of Quasi experimental design and this research including with pre-test and post-test control group design.The research of African history learning with the model of reading guide with media blog contextual content is stated enough to give effect even in low level. This is indicated by: (1) the students’ critical thinking ability exceeds minimalcompletenesseither individually or classically, (2) the critical thinking skill of students who are given the model of reading guide with contextual content blog media is better than the class given conventional learning, (3) variable Reading Guide sig = 0.087 = 8.7%> 5%, so H0 is accepted, meaning that the reading guide has no influence on the variable of critical thinking ability, but Blog Contextual content variable there is positive influence with index sig = 0,030 = 0% <5% so H0 is rejected, it means Contextual Content Blog has influence to critical thinking ability variable or together between reading guide model and blog contextual content media to critical thinking ability, and (4) improvement of critical thinking ability of students who are given learning model of reading guide with media blog contextual content is better than the class that is given conventional learning.

scholarly journals Problem-Based Learning in Phytochemistry Courses: Its’ Effectiveness in Improving Medical Students’ Critical Thinking Ability Viewed from Cognitive Style

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 118-125
Author(s):  
Menap Menap ◽  
Faizul Bayani ◽  
Saiful Prayogi
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Cognitive Style ◽  
Problem Based Learning ◽  
Learning System ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Test Instrument ◽  
Thinking Ability ◽  
Pbl Model

The implementation of the Problem-Based Learning (PBL) model for medical students has long been initiated to be integrated into the learning system and curriculum, however, empirical support for the application of the PBL model to medical students is still weak, becoming an obstacle. On the one hand, the need for critical thinking development among medical students is increasingly urgent, this is related to their future assignments in a more complex health care system that requires critical thinking ability. Our current study aims to evaluate the effectiveness of the problem-based learning (PBL) model on improving the critical thinking ability of medical students in terms of cognitive style. This study is an experimental study (one group pretest-posttest design) involving 21 medical students (medical students') in phytochemistry courses at one of the universities providing medical and nursing science programs in Indonesia. The study started by giving a cognitive style test using the GEFT (Group Embedded Figure Test) instrument to classify students into FD and FI cognitive styles, pretest, learning implementation using the PBL model (carried out for five meetings), and posttest. The pretest and posttest used a critical thinking ability test instrument in the form of an essay test. Descriptive and statistical analyzes were performed to evaluate the effectiveness of the PBL model. The results of the study show that the PBL model has been convincingly effective in improving students' critical thinking ability in phytochemistry courses for both FD/FI cognitive style modes. Based on these findings, we recommend the use of the PBL model in extensive and intensive learning to develop the critical thinking ability of medical students

A Comparative Study of Government and Private School Students on Their Critical Thinking and Study Habits

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Critical Thinking ◽  
Private School ◽  
Sampling Technique ◽  
Study Habits ◽  
Private Institutions ◽  
School Students ◽  
Government School ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Better Than

The authors have attempted to understand whether Government and Private school students of Mysore are differ on Critical Thinking and Study Habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that Government and Private school students differ on their critical thinking and study habits. Those students who were on Private schools had better critical thinking ability and study habits in favour of Government school students. It means, the critical thinking abilities and Study Habits of private school students are better than government school students.  It is being discussed that private institutions enjoy certain advantages against government institutions.

scholarly journals The Effectiveness of Inquiry Learning Models Intervened by Reflective Processes to Promote Critical Thinking Ability in Terms of Cognitive Style

2020 ◽  
Vol 15 (16) ◽  
pp. 212
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Hikmawati Hikmawati ◽  
Saiful Prayogi
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Cognitive Style ◽  
Physics Education ◽  
Inquiry Learning ◽  
Learning Model ◽  
Learning Models ◽  
Reflective Process ◽  
Critical Thinking Ability ◽  
Thinking Ability

This study aims to explore the effectiveness of inquiry learning models inter-vened by the reflective process to promote the critical thinking ability of preserv-ice teachers in terms of cognitive style. This study is a quasi-experimental re-search with one-group pretest posttest design. The research sample involved 24 preservice physics teachers who studied at the Physics Education Department - Mandalika University of Education (Undikma). Cognitive style measurement us-es the Group Embedded Figures Test (GEFT) to identify groups of preservice teachers into the field dependent (FD) or field independent (FI) cognitive style. Measurement of critical thinking ability using test instruments in the form of es-says consisting of 8 test items. Critical thinking ability score is analyzed descrip-tively and statistically, where the normality test and paired t-test was conducted. The results of the study show that as many as 13 preservice teachers are catego-rized into the FD cognitive style and 11 categorized into the FI cognitive style. The average pretest score of the two cognitive style groups (FD and FI) was 0.87 with the criteria of "less critically", and after the implementation of the inquiry learning model intervened by the reflective process, the average posttest score was 16.25 with the criteria of "critically," and n- a gain of 0.64 with the criteria of "moderate." These results indicate that the inquiry learning model intervened by the reflective process is effective to promote critical thinking ability of preservice teachers with FD and FI cognitive styles.

scholarly journals KEMAMPUAN BERPIKIR KRITIS SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF

2020 ◽  
Vol 3 (1) ◽  
pp. 21
Author(s):  
Wanda Ika Narianti ◽  
Masriyah Masriyah
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Junior High School Students ◽  
School Students ◽  
Familiar Figure ◽  
Mathematical Problems ◽  
Figure Test

Abstrak — Kemampuan berpikir kritis adalah kecakapan memecahkan masalah yang dilakukan seseorang secara sistematis dan reflektif dalam mengolah informasi yang diperoleh ketika dihadapkan pada suatu masalah. Melalui berpikir kritis, siswa dapat mengambil keputusan secara tepat untuk memecahkan masalah tersebut. Akan tetapi dalam pembelajaran matematika, kemampuan berpikir kritis kurang mendapat perhatian karena seringkali siswa mendapatkan soal yang dalam proses mengerjakannya menggunakan prosedur rutin. Selain itu, juga perlu memperhatikan gaya kognitif siswa karena setiap siswa memiliki karateristik yang berbeda dalam waktu yang diperlukan untuk menjawab soal dan kesalahan jawaban yang dihasilkan. Penelitian ini merupakan penelitian deskriptif kualitatif, yang bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa SMP yang bergaya kognitif reflektif, impulsif, fast accurate, dan slow inaccurate dalam memecahkan masalah matematika. Subjek dalam penelitian ini adalah siswa SMP kelas VIII yang bergaya kognitif reflektif, impulsif, fast accurate, dan slow inaccurate masing-masing sebanyak 1 siswa. Teknik pengumpulan data dalam penelitian ini menggunakan tes gaya kognitif MFFT (matching familiar figure test), tes kemampuan matematika, tes pemecahan masalah matematika, dan wawancara. Teknik analisis data berdasarkan indikator kemampuan berpikir kritis yang meliputi klarifikasi, asesmen, inferensi, dan strategi pada setiap langkah pemecahan masalah. Hasil penelitian menunjukkan bahwa, siswa bergaya kognitif reflektif mampu melakukan klarifikasi, asesmen, dan inferensi. Siswa bergaya kognitif impulsif mampu melakukan strategi. Siswa bergaya kognitif fast accurate tidak mampu melakukan klarifikasi, asesmen, inferensi, dan strategi. Siswa bergaya kognitif slow inaccurate mampu melakukan asesmen.Kata kunci: Kemampuan Berpikir Kritis, Memecahkan Masalah, Gaya Kognitif Abstract — Critical thinking abilities is the ability to solve problems by someone systematically and reflectively in processing information obtained when faced with a problem. Through critical thinking, students can make appropriate decisions to solve these problems. However, in learning mathematics, critical thinking abilities receive less attention because students often get questions that in solved by using routine procedures. In addition to paying attention the critical thinking abilities, it is also necessary to pay attention to students' cognitive styles because each student has different characteristics in the time needed to answer questions and the resulting answer errors. This research is a qualitative descriptive study, which aims to describe the critical thinking abilities of junior high school students who have reflective, impulsive, fast accurate, and slow inaccurate cognitive styles in solving mathematical problems. The subjects in this study were eighth-grade junior high school students who had reflective, impulsive, fast accurate, and slow inaccurate cognitive styles of 1 student each. Data collection techniques in this study used the MFFT cognitive style test (matching familiar figure test), mathematics ability test, mathematical problems solving test and interviews. Data analysis techniques are based on indicators of critical thinking abilities that include clarification, assessment, inference, and strategy at each step of problems solving. The results showed that reflective cognitive style students were able to clarification, assessment, and inference. Impulsive cognitive style students can do the strategy. Fast accurate cognitive style students are not able to clarification, assessment, inference, and strategy. Slow inaccurate cognitive style students can do assessment.Keywords: Critical Thinking Abilities, Problem Solving, Cognitive Style

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