IDENTIFIKASI KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X TKJ DITINJAU DARI KEMAMPUAN AWAL DAN JENIS KELAMIN SISWA DI SMKN 1 KAMAL

IDENTIFIKASI KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X TKJ AbstrakTujuan penelitian ini adalah untuk mengindentifikasikan kemampuan berpikir kritis siswa ditinjau dari kemampuan awal dan jenis kelamin siswa. Berpikir kritis yang digunakan ialah indikator berpikir kritis menurut Facione. Dalam penelitian ini, kemampuan awal dikategorikan menjadi 2 yaitu a) Kemampuan Awal tinggi; dan b) Kemampuan Awal Rendah. Untuk mendapatkan kelompok kemampuan awal tersebut dilakukan tes Kemampuan Awal, kemudian pada masing – masing kategori dikelompokkan lagi berdasarkan jenis kelamin dan didapatkan 4 siswa. Dari keempat subjek tersebut diberikan soal materi subnetting dengan tujuan mengidentifikasikan kemampuan berpikir kritis dari masing–masing kemampuan awal yang dimiliki siswa. Hasil yang diperoleh adalah (1) Siswa dengan kemampuan awal tinggi dan berjenis kelamin laki-laki dapat melalui tahap interpretasi dengan baik, melakukan analisis, evaluasi, inference dan eksplanasi serta self-regulation dengan baik; (2) Siswa dengan kemampuan awal tinggi dan berjenis kelamin perempuan dapat melalui tahap interpretasi dengan baik, melakukan analisis, evaluasi, inference dan eksplanasi serta self-regulation dengan baik; (3) Siswa dengan kemampuan awal rendah dan berjenis kelamin laki-laki tidak dapat melalui tahap interpretasi dengan baik, tidak dapat melakukan analisis, evaluasi, inference, eksplanasi, dan self regulation; (4) Siswa dengan kemampuan awal rendah dan berjenis kelamin perempuan tidak dapat melalui tahap interpretasi dengan baik, tidak dapat melakukan analisis, evaluasi, inference, eksplanasi, dan self regulation Kata-kata Kunci : kemampuan awal, kemampuan berpikir kritis, berpikir kritis Facione, subnetting AbstractThe purpose of this research is to identified the ability think critically of student evaluated from early ability and student gender. Think critical that used was indicator think critical according to Facione. In this research, early ability categorized to become 2 that is a) The high early ability ; and b) The low early ability. To get a group of the early ability conducted early ability test, then each - category grouped again appropriate to gender and got 4 students.From is fourth of the subject given by items problem of subnetting with a purpose to identify ability of critical think from each early ability which has by student. The results were obtained ( 1) Male student with high early ability can pass interpretation stage well, doing the analysis, evaluation, inference, explanation and self-regulation well; (2) Female student with high early ability can pass interpretation stage well, doing the analysis, evaluation, inference, explanation and self-regulation well; (3) Male student with low early ability can not pass the interpretation stage. Can not doing the analysis, evaluation, inference, explanation, and self-regulation; (4) Female student with low early ability can not pass the interpretation stage. Can not doing the analysis, evaluation, inference, explanation, and self-regulation. Key words : early ability, ability think critically, critical thinking of Facione, subnetting

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LEVEL BERPIKIR GEOMETRI MENURUT TEORI VAN HIELE BERDASARKAN KEMAMPUAN GEOMETRI DAN PERBEDAAN GENDER SISWA KELAS VII SMPN 8 PAREPARE

Al-Khwarizmi Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ◽

10.24256/akh.v4i2.297 ◽

2016 ◽

Vol 4 (2) ◽

pp. 103 ◽

Cited By ~ 2

Author(s):

Lisa Aditya Dwiwansyah Musa

Keyword(s):

Gender Differences ◽

Female Student ◽

Male Student ◽

Ability Test ◽

Van Hiele ◽

Van Hiele Theory ◽

The Subject ◽

Level 1 ◽

And Gender ◽

Level 2

The study aimed at describing the level in thinking geometry according to Van Hiele theory based on geometry ability and gender differences. The subjects of the study were 4 people consisted of a male student with high geometry ability (LT), a female student with high geometry ability (PT), a male student with low geometry ability (LR), and a female student with low geometry ability (PR). The instrument of the study was the researcher herself as the main instrument assisted by test of geometry ability, test of Van Hiele, and guided interview which was valid and reliable. Data were collected by conducting test and test-based interview. The subject of the study grade VII students consisted of 4 people. The process of the study was conducted in several steps, namely (a) formulating the indicator of the level in thinking geometry according to Van Hiele theory based on the relevant theory and research, (b) formulating the supporting instrument (test of geometry ability, test of Van Hiele geometry, and guided interview) which was valid and reliable, (c) deciding the research subjects by providing test of geometry ability, (d) obtaining the data to reveal the level in thinking geometry of students on the characteristics of tetragon, (e) conducting time triangulation to obtain valid data, (f) conducting data analysis of the level in thinking geometry of students according to Van Hiele theory based on the geometry ability and gender differences, (g) conducting the discussion of the result of analysis, and (h) conducting conclusion drawing of the result of the study. The result of the study revealed that (1) the subject of LT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (2) the subject of PT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (3) the subject of LR was in level 1 of analysis, the subject could determine the characteristics of a plane; where as (4) the subject of PR was in level 1 of analysis, subject could determine the characteristics of a plane.

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Level Berpikir Geometri Menurut Teori Van Hiele Berdasarkan Kemampuan Geometri dan Perbedaan Gender Siswa Kelas VII SMPN 8 Pare-Pare

Al-Khwarizmi Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ◽

10.24256/jpmipa.v4i2.255 ◽

2018 ◽

Vol 4 (2) ◽

pp. 103-116 ◽

Cited By ~ 1

Author(s):

Lisa Aditya Dwiwansyah Musa

Keyword(s):

Gender Differences ◽

Female Student ◽

Male Student ◽

Ability Test ◽

Van Hiele ◽

Van Hiele Theory ◽

The Subject ◽

Level 1 ◽

And Gender ◽

Level 2

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Analisis Kemampuan Berpikir Kritis Siswa Kelas X SMA dalam Menyelesaikan Masalah Identitas Trigonometri Ditinjau dari Gender

MATEMATIKA DAN PEMBELAJARAN ◽

10.33477/mp.v6i2.663 ◽

2018 ◽

Vol 6 (2) ◽

pp. 111 ◽

Cited By ~ 1

Author(s):

Syafruddin Kaliky ◽

Fahruh Juhaevah

Keyword(s):

Critical Thinking ◽

Female Student ◽

Male Student ◽

Identity Problem ◽

School Subject ◽

Critical Thinking Ability ◽

The Core ◽

Thinking Ability ◽

Gender Based ◽

Core Problem

Abstrak Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis dalam menyelesaikan masalah identitas trigonometri ditinjau dari gender di SMA. Dalam pengambilan subjek dilakukan dengan cara think a loud. Siswa yang cenderung memenuhi kriteria berpikir kritis selanjutnya dikelompokkan berdasarkan gender. Berdasarkan data jenuh yang diperoleh berdasarkan masing-masing gender, selanjutnya di ambil masing-masing satu orang untuk dianalisis kemampuan berpikir kritis. Berdasarkan hasil analisis kemampuan berpikir kritis ditinjau dari gender dalam menyelesaikan masalah identitas trigonometri diperoleh bahwa siswa yang berjenis kelamin laki-laki dan siswa yang berjenis kelamin perempuan cenderung memenuhi 5 indikator berpikir kritis yaitu (1) mampu merumuskan pokok permasalahan; (2) mampu mengungkapkan fakta yang dibutuhkan dalam menyelesaikan suatu masalah; (3) mampu memilih argumen yang logis, relevan dan akurat; (4) mampu mendeteksi bias berbeda pada sudut pandang berbeda dan (5) Mampu menentukan akibat dari suatu pernyataan yang di ambil sebagai suatu keputusan. Dalam proses penyelesaian berdasarkan tahapannya tampak bahwa siswa perempuan cenderung teliti dan sistematis dibandingkan siswa laki-laki. Kata kunci: Kemampuan berpikir kritis, gender. Abstract This study aimed to analyze critical thinking ability when solved trigonometry identity problem based on gender difference in senior high school. Subject were selected by think a loud. Most of student can do critical thinking criteria and then make a group difference based on gender. Based on saturated data that have obtained for each gender, and then take one of them to analyze critical thinking ability. Based on result shows that male student and female student mostly can complete five indicators of critical thinking such as 1) can formulate the core problem; 2) can express fact that requirement to solve the problem; 3) can choose logically argument, relevant, and accurate; 4) can detect different refraction when get different solution; and 5) can determint cause of the statement that it have took as a decision. When solved the problem based on the its phase, showed that female student are more careful and more sistematic than male student.

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EVALUACIÓN AUTÉNTICA A TRAVÉS DE LA TÉCNICA DE RESOLUCIÓN DE PROBLEMAS EN UNA ASIGNATURA CON PRÁCTICAS DE LABORATORIO EN LA CÁTEDRA DE TECNOLOGÍA AGROINDUSTRIAL, DE LA CARRERA DE INGENIERÍA AGROINDUSTRIAL, UNED, COSTA RICA. AUTHENTIC EVALUATION THROUGH PR

Revista Electrónica Calidad en la Educación Superior ◽

10.22458/caes.v5i2.682 ◽

2014 ◽

Vol 5 (2) ◽

pp. 18-37

Author(s):

Fiorella González-Solorzano

Keyword(s):

Critical Thinking ◽

Self Regulation ◽

Technical Problem ◽

Meaningful Learning ◽

Authentic Assessment ◽

Industrial Plant ◽

Plant Laboratory ◽

Problem Resolution ◽

The Subject

La presente ponencia procura sistematizar la técnica de resolución de problemas como parte de la evaluación auténtica que se llevó a cabo en la primera práctica de laboratorio, donde se elaboró una mermelada como producto final a partir de fruta fresca, lo cual es parte de las actividades de la asignatura Tecnología Hortifrutícola de Cátedra de Tecnología Agroindustrial, II cuatrimestre del 2013, siendo esto una actividad práctica que ayuda al estudiante a mejorar la calidad y el nivel de aprendizaje significativo en la carrera de Ingeniería Agroindustrial.Dicha estrategia alternativa evaluativa también va acompañada de trabajo colaborativo con la coevaluación, la autoregulación, la autonomía, integración del aprendizaje; lo cual generan, en el estudiante, el desarrollo de pensamiento crítico al tomar decisiones in situ, logrando también que se desarrolle la competencia de elaboración de un informe de laboratorio con el fin de reforzar lo realizado en la práctica, sin dejar de lado la evaluación formativa y cuantitativa, las cuales se involucran en el proceso enseñanza aprendizaje, logrando formar futuros profesionales que logren incluirse de forma exitosa al medio laboral.Como resultado de la aplicación de la técnica, se evidencia que, en la práctica del laboratorio de Tecnología Hortifrutícola de la Cátedra de Tecnología Agroindustrial, se desarrolla la técnica de solución de problemas como parte de la evaluación auténtica, donde se potencian el pensamiento crítico gracias a la técnica de solución de problemas. Con la aplicación de la técnica, se mejoran las habilidades en este caso de elaboración de informes, pues identifican que es una introducción, realizan tanto objetivo general como específicos, una justificación, una marco teórico, realizan de forma adecuada los resultados, analizan estos en la discusión y concluyen de su práctica, en los estudiantes como competencias, se construye por medio de un proceso colaborativo un aprendizaje significativo. Además, se favorece la autonomía, la meta cognición, se valora el error, se genera la autoevaluación y, sin duda, se le enseña al estudiante a enfrentarse a situaciones adversas, similares a las que enfrentará en una planta agroindustrial. También provee al estudiante de herramientas para dar la mejor solución al problema de forma pertinente y analítica, y, además, se potencia la competencia en el estudiante en la elaboración de informes, lo cual le ayudará en su labor como futuro profesional en cualquier industria que se desempeñe.Para efecto de esta ponencia, solamente se centraran en las experiencias vividas por los estudiantes en el primer laboratorio del II cuatrimestre del año 2013, desarrollando la estrategia de resolución de problemas durante la práctica en planta del laboratorio de la asignatura de Tecnología Hortifrutícola.Palabras clave: evaluación auténtica, resolución de problemas, aprendizaje significativo, aprendizaje colaborativo, evaluación formativa.AbstractThis paper attempts to systematize the technical of problem resolution as part of authentic assessment that was carried out in the first lab, where a jam as the final product was made from fresh fruit, which is part of the activities of the subject of Technology Horticulture Technology Department in Agribusiness, II quarter of 2013, this being a practical activity that helps students improve the quality and level of meaningful learning in the career of Agroindustrial Engineering.Such evaluative alternative strategy is also accompanied by collaborative work with peer assessment, self-regulation, autonomy, integration of learning; which generate the student to develop critical thinking decisions taken in situ, also making it the ability to develop a lab report in order to reinforce what has been done in practice to develop, without neglecting the assessment formative and quantitative, which are involved in the teaching-learning process, making train future professionals achieve successful included so the workplace.As a result of the application of the technique, it appears that, in practice Horticulture Technology Laboratory of the Department of Agroindustrial Technology, technical problema resolution as part of authentic assessment, which enhance critical thinking develops thanks technical problem resolution. With the application of the technique, skills are improved in this case reporting, which is identified as an introduction, make both general and specific purpose, a justification, one theoretical framework, done properly the results and analyze these in discussion and conclude from their practice, skills in students as it is constructed through a collaborative process of meaningful learning. Furthermore, autonomy is favored, metacognition, the error value, the self generated and no doubt the student is taught to face adverse similar situations they will face in an agro-industrial plant. It also provides students with tools to give the best solution to the problem of relevant and analytically, and also competition power in the student reporting, which will help them in their future work as a professional in any industry that it performs.For purposes of this paper, only to focus on the experiences of students in the first semester lab II in 2013, developing a strategy for solving problems within the plant laboratory practice of the subject of Horticulture TechnologyKeywords: authentic assessment, problem solving, meaningful learning, collaborative learning, formative assessment.

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ANALISIS BERPIKIR KRITIS PADA MASA PANDEMI (COVID-19) DITINJAU DARI GENDER

Journal of Mathematics Education and Science ◽

10.32665/james.v4i2.246 ◽

2021 ◽

Vol 4 (2) ◽

pp. 91-100

Author(s):

Astrid Chandra Sari ◽

Nurul Ilmiyah ◽

Intan Yuli Lestari

Keyword(s):

Critical Thinking ◽

Qualitative Method ◽

Female Student ◽

Male Student ◽

Thinking Skills ◽

Female Students ◽

Critical Thinking Skills ◽

Male Students ◽

Knowing How ◽

Math Problems

Knowing how to think critically of fellow students in solving math problems on the circle material and knowing how to think critically on male students and students during the pandemic is the goal of this research. This study used the descriptive qualitative method. The research sample consisted of 6 students consisting of 1 male student with high scores, one male student with moderate grades, one male student with low scores and one female student with high scores, one female student with moderate scores, one female student with low scores. They were then followed by interviews to determine the critical thinking skills of each subject. Including (1) Focus, (2) Reason, (3) Inference, (4) Situation, (5) Clarity, and (6) Overview, which can be abbreviated as (FRISCO). Based this study shows that male students and female students as a whole are included in the category of students with high critical thinking skills because more than 70% of students meet the criteria for high critical thinking skills. However, male students have higher critical thinking skills than female students. This is evidenced by the fulfillment of all indicators of critical thinking by male students, while female students are only in Clarity, which means that the Overview indicator has not been fulfilled. Abstrak Mengetahui bagaimana kemampuan berpikir kritis matematis peserta didik dalam menyelesaikan masalah matematika pada materi lingkaran dan mengetahui bagaimana perbedaan kemampuan berpikir kritis matematis peserta didik laki-laki dan peserta didik perempuan pada masa pandemi merupakan tujuan dari penelitian ini. Penelitian ini menggunakan metode deskriptif kualitatif. Sampel penelitian berjumlah 6 peserta didik yang terdiri dari 1 peserta didik laki-laki dengan nilai tinggi, 1 peserta didik laki-laki dengan nilai sedang, 1 peserta didik laki-laki dengan nilai rendah dan 1 peserta didik perempuan dengan nilai tinggi, 1 peserta didik perempuan dengan nilai sedang, 1 peserta didik perempuan dengan nilai rendah. Indikator berpikir kritis yang digunakan dalam penelitian adalan indikator (1) Focus, (2) Reason, (3) Inference, (4) Situation, (5) Clarity, and (6) Overview yang biasanya disingkat dengan istilah (FRISCO). Hasil penelitian menunjukkan bahwa peserta didik laki-laki dan peserta didik perempuan secara keseluruhan termasuk dalam kategori peserta didik dengan kemampuan berpikir kritis tinggi, karena lebih dari 70% peserta didik memenuhi kriteria kemampuan berpikir kritis tinggi. Namun peserta didik laki-laki memiliki kemampuan berpikir kritis lebih tinggi dibandingkan peserta didik perempuan. Hal itu dibuktikan dengan terpenuhinya semua indikator berpikir kritis oleh peserta didik laki-laki, sedangkan peserta didik perempuan hanya pada Clarity yang artinya indikator Overview belum terpenuhi.

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Peningkatan Kemampuan Berpikir Kritis dan Hasil Belajar Biologi Siswa Kelas VII-A Melalui Penerapan Model Guided Inquiry dengan Bantuan Social Network Facebook di SMPN 1 Kartasura

BIO-PEDAGOGI ◽

10.20961/bio-pedagogi.v3i1.5310 ◽

2012 ◽

Vol 3 (1) ◽

pp. 11

Author(s):

Fildza Hilfi Fanani ◽

Riezky Maya Probosari ◽

Suciati Sudarisman

Keyword(s):

Critical Thinking ◽

Action Observation ◽

Group Discussion ◽

Self Regulation ◽

Analytical Techniques ◽

Guided Inquiry ◽

Ability Test ◽

Critical Thinking Ability ◽

Average Improvement ◽

Thinking Ability

This study is aimed at improving the students’ critical thinking ability and achievement in Biology of VII A class of SMPN 1 Kartasura through the implementation of guided inquiry model assisted by the use of facebook. This research is a classroom action research involving several cycles in which each cycle includes four stages those are planning, action, observation, and reflection. The subject of this research is the students of VII A class at SMPN 1 Kartasura in academic year of 2012/2013. The data are obtained through the test (essay and multiple-choice) and non-test (observation, interviews and questionnaires). The data are analyzed through descriptive analytical techniques and validated through triangulation techniques. Critical thinking ability consists of six aspects those are interpretation, analysis, evaluation, inference, explanation, and self-regulation. The average improvement percentage of critical thinking ability test in Pre-cycle, Cycle I, Cycle II, and Cycle III sequently are (41,36%; 52,66%; 65,32%; 77,26%). Students’ achievement is viewed from the increase of student learning completeness consisting of cognitive, psychomotor, and affective. The result of percentage attainment average from cognitive aspects in Pre-cycle, Cycle I, Cycle II, and Cycle III sequently are (36,11%; 47,22%; 72,22%; 100%). Psychomotor students’ achievement consists of three aspects, those are stringing experimental tool, observing the object changes that occur in the experiment, and communicating the results of experiments and worksheets in the presentation. The result of percentage attainment average from psychomotor aspects in Cycle I, Cycle II, and Cycle III sequently are (64,12%; 81,25%; 90,66%). Affective students’ achievement includes three aspect which are being meticulous in observing object from results of the experiment, being discipline in collecting worksheets, and being cooperative in a group discussion. The result of percentage attainment average from affective aspects in Cycle I, Cycle II, and Cycle III sequently are (61,81%; 77,31%; 91,92%). Based on the results of the research it can be concluded that the implementation of guided inquiry model assisted by the use of facebook can improve the students’ critical thinking ability and achievement in Biology of VII A class of SMPN 1 Kartasura. Key Words: Guided Inquiry, Facebook, Biology Critical Thinking Ability, Students’ Achievement in Biology

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Analysis of Students' Critical Thinking Skills in Physics Problems

Kasuari Physics Education Journal (KPEJ) ◽

10.37891/kpej.v3i1.119 ◽

2020 ◽

Vol 3 (1) ◽

pp. 1-17

Author(s):

Tri Ariani

Keyword(s):

Critical Thinking ◽

Self Regulation ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Descriptive Statistics ◽

Observation Data ◽

Analysis Techniques ◽

The Subject ◽

High Ability Students

This study aims to determine the proportion of students' level of critical thinking skills on the subject of Impulse and Momentum, any difficulties experienced by students to reach the level of critical thinking skills, and solutions to overcome the difficulties of students achieving critical thinking skills. This research uses descriptive qualitative research methods. The subjects of this study were 27 students taken by purposive sampling technique. Data collection techniques in this study are tests of critical thinking skills, interviews, and observation. Data analysis techniques using descriptive statistics. The results showed that each student's ability, high ability students 36.84%, medium ability 34.50%, low ability 22.80% divided into two categories of KBK 2 with a percentage of 52.63% and KBK 1 with a percentage of 23, 94%. From the results of the study also obtained the achievement of students every KBK indicator. Student achievement in the Interpretation indicator of 51.58% Analysis 18.75% Evaluation 13.87% Inference 31.48% Explication 14.19% and Self Regulation 26.85%. So KBK students as a whole are in the low category with a percentage of 31.38%. The cause of students 'difficulties in fulfilling CBC indicators is the limited ability of students to formulate and find other alternatives, the completion of students' answers is difficult to draw conclusions and connect substance between materials, and has not been studied in depth so students tend to be careless in solving problems. The solution that can be used is to provide more experience to students in terms of critical thinking skills and additional learning outside school hours.

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PENGEMBANGAN LKS IPA BERBASIS KEARIFAN LOKAL KOPI PADA POKOK BAHASAN USAHA DAN ENERGI DI SMP

JURNAL PEMBELAJARAN FISIKA ◽

10.19184/jpf.v7i1.7227 ◽

2018 ◽

Vol 7 (1) ◽

pp. 70

Author(s):

Rosita Sari ◽

Alex Harijanto ◽

Sri Wahyuni

Keyword(s):

Critical Thinking ◽

Data Collection ◽

Research And Development ◽

Self Regulation ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Validity Test ◽

The Subject ◽

Development Of Students

AbstractThe purpose research and development of students worksheets science based onlocal wisdom of coffee on the subject effort and energy were described validity of product,described critical thinking skill of students and described students response. Thisworksheets arranged with indicators of critical thinking were interpretation, analysis,inference, evaluation, explanation, and self regulation. The design of this research anddevelopment by Sugiyono that was (1) potential and problem, (2) data collection, (3) theproduct design, (4) validation design, (5) revision design, (6) testing products, and (7)revision products. The techniques of data collection were validity, test, questionnaire,and documentation. The result showed that (1) the students worksheets science based onlocal wisdom of coffee was very valid and value of validation 86,43 % it can be usedwithout revision; (2) the students worksheets science based on local wisdom of coffee waseffective to increase critical thinking skill of students and value indicators of criticalthinking skill 72,99 % with good predicate, and N-gain value 0,47 with medium category;and (3) the students worksheets science based on local wisdom of coffee was verypractically to students and the value of students response 85,98% with very goodcategory.Key word: local wisdom, validity, critical thinking, students response

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An Exploration of Students’ Difficulties in Using Critical Thinking Skills in Reading

AL-TA LIM ◽

10.15548/jt.v24i3.298 ◽

2017 ◽

Vol 24 (3) ◽

pp. 195-206

Author(s):

Nidar Velayati ◽

Asnawi Muslem ◽

Siti Sarah Fitriani ◽

Iskandar Abdul Samad

Keyword(s):

Critical Thinking ◽

Undergraduate Students ◽

Self Regulation ◽

Background Knowledge ◽

Thinking Skills ◽

Critical Thinking Skills ◽

The Subject ◽

Second Year ◽

Implied Meaning ◽

Language Mastery

This study intends to explore students’ difficulties in using critical thinking skills in reading. The subject of this study was second year undergraduate students of Ar-Raniry State Islamic University, Banda Aceh. This qualitative study analysed students’ difficulties in using critical thinking skills in term of interpretation, analysis, evaluation, inference, explanation, and self-regulation. A personal interview was conducted to find the data from the students. The result indicates that students’ lack of practicing let them difficult in using critical thinking skills in reading. The other difficulties found were lack of language mastery, implied meaning, background knowledge, repetition and lack of vocabulary. Among six problems discovered above, lack of practicing, background knowledge and language mastery had made the students felt that critical thinking was difficult to be applied.

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Improving The Critical Thinking Ability of Students to Solve Mathematical Task

JIPM (Jurnal Ilmiah Pendidikan Matematika) ◽

10.25273/jipm.v7i1.3013 ◽

2018 ◽

Vol 7 (1) ◽

pp. 13

Author(s):

Hasan Basri ◽

Abdur Rahman As,ari

Keyword(s):

Critical Thinking ◽

Initial Conditions ◽

Process Analysis ◽

Self Regulation ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Research Subject ◽

Research Subjects ◽

Good Communication ◽

The Subject

This study aims to describe students' critical thinking skills before and after the learning process. Analysis of critical thinking skills in this study based on components of critical thinking evaluation, inferences, explanations, and self-regulation. This type of research is descriptive research with a qualitative approach. The research subject consisted of 2 students with low critical thinking abilities based on task 1 given at the beginning of learning, besides that good communication was also one of the subject selection criteria. The results of the analysis showed that both research subjects SS and FT experienced an increase in their critical thinking abilities, this was evident from each indicator critical thinking evaluation, inferences, explanation, and self-regulation. In each indicator of critical thinking, the research subject is able to demonstrate the ability to do evaluation, inferences, explanation, and self-regulation, this is certainly very different from the initial conditions of research subjects where they have not been able to do evaluations, inferences, explanation well. One of the things that allows an increase in critical thinking skills is the subject of teaching and learning activities, namely by giving task that require students to practice their critical thinking skills.

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