CRITICAL AND LOGICAL MATHEMATICS THINKING SKILLS ENHANCEMENT OF VOVATIONAL SCHOOL STUDENTS THROUGH COOPERATIVE MODEL TYPE STAD ASSISTED MAPLE

Control Group ◽

Logical Thinking ◽

Mathematical Learning ◽

Cooperative Model ◽

Critical thinking skills of mathematics and mathematical logical thinking is very important in the study of mathematics, as described in 2013 curriculum books that are currently implemented. However, this ability is often overlooked in the study of mathematics which still adhered to the old paradigm that learning is less engaging students in active thinking so that students are not used to empower the cognitive function in thinking. One of the efforts to develop the students' active thinking on the matter exponent especially needed an innovative learning strategies that STAD learning model aided Maple. This study aims to determine the increase in critical thinking skills and logical mathematical learning mathematics students getting through the cooperative model STAD assisted Maple. This research uses experimental methods to study the design of the control group pretest-posttest design. Population is the entire class X SMK Flight Banda Aceh by taking two classes as a sample of the experimental class and control class, through random sampling technique of three parallel classes are available. Data collection was performed using a test instrument that includes tests of critical thinking and logical ability. To see the difference in ability between groups of students Student Team Achievement Division with a conventional group used the t-test at a significance level of 0.05 after testing pre-requisites are met. Based on the results, it is noted that: 1) Improvement of critical thinking skills of students who got the mathematical learning of mathematics through STAD cooperative model assisted Maple is better than the students who received conventional learning, in terms of: (a) overall, and (b) subgroup ( high, medium, low); 2) Improvement of mathematical logical thinking ability of students who receive mathematics learning through cooperative model STAD assisted Maple is better than the students who received conventional learning, in terms of: (a) overall, and (b) subgroups (high, medium, low).

EFEKTIVITAS MODEL PEMBELAJARAN PEMECAHAN MASALAH DITINJAU DARI KEMAMPUAN BERPIKIR KRITIS MATEMATIS MAHASISWA PGSD

TRIHAYU: Jurnal Pendidikan Ke-SD-an ◽

10.30738/trihayu.v7i2.9169 ◽

2021 ◽

Vol 7 (2) ◽

Author(s):

Mahmudah Titi Muanifah ◽

Nelly Rhosyida

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Learning Outcomes ◽

Mathematical Thinking ◽

Hypothesis Test ◽

Mathematics Learning ◽

Thinking Skills ◽

Control Group ◽

This study is aimed to determine the effectiveness of problem-solving learning in terms of mathematic critical thinking skills of the student in PGSD Sarjanawiyata Tamansiswa University. This study is quantitative research in the form of quasi-experiments with pretest-posttest control group research design. The population of this study is all students of the year 2016/2017 PGSD UST Yogyakarta. The experimental class and control class that taken at random are class C and class D. This research was conducted in April 2017 in PGSD UST Yogyakarta. The instrument of this study is the critical mathematical thinking skills test. instruments test were tested for validity using KMO and Bartlette's Test and reliability by using Cronbach's Alph. The data of the critical mathematical thinking test were analyzed using the SPSS program. Based on the hypothesis test, it can be concluded that the mathematics learning outcomes of students who are treated with problem-solving learning are as good as the students' mathematics learning outcomes treated with conventional learning. The results of mathematics learning students who have high critical thinking skills are better than the mathematics learning outcomes of students who have middle critical thinking skills is better than the low critical thinking skills. In the model of problem-solving and conventional learning, students' mathematics learning outcomes that have high critical thinking skills, medium and low are equally good. In categories of high, moderate, or low critical ability levels, student learning outcomes are equally good.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

ALGORITMA Journal of Mathematics Education ◽

10.15408/ajme.v2i1.16314 ◽

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 ◽

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.

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

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v6i2.991 ◽

2017 ◽

Vol 6 (2) ◽

pp. 234 ◽

Cited By ~ 1

Author(s):

Muhammad Ikhsan ◽

Said Munzir ◽

Lia Fitria

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Critical Thinking Ability ◽

Group Design ◽

Thinking Ability ◽

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.

PENGARUH MODEL PEMBELAJARAN INVESTIGASI KELOMPOK BERBANTUAN LKPD TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SISWA KELAS VIII SMP NEGERI 2 SAWAN

Jurnal Pendidikan dan Pembelajaran Matematika Indonesia ◽

10.23887/jppm.v8i2.2853 ◽

2019 ◽

Vol 8 (2) ◽

pp. 60-67

Author(s):

K. L Krisnahari ◽

G.R. I. W. P Astawa ◽

I. N Gita

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Control Group ◽

Cluster Sampling ◽

Test Results ◽

Significance Level ◽

Class Viii ◽

Academic Year ◽

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh model investigasi kelompok berbantuan LKPD terhadap kemampuan berpikir kritis matematika siswa kelas VIII SMP Negeri 2 Sawan. Jenis penelitian ini adalah penelitian eksperimen semu. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 2 Sawan tahun ajaran 2018/2019. Sampel penelitian ditentukan dengan teknik sampel rumpun dan didapatkan 2 kelas sampel, yaitu kelas VIIIA sebagai kelas eksperimen dan kelas VIIIB sebagai kelas kontrol. Instrumen penelitian berupa tes kemampuan berpikir kritis berupa empat butir soal uraian. Data hasil tes kemampuan berpikir kritis matematika dianalisis menggunakan uji-t satu ekor dengan taraf siginifikansi 5%. Hasil penelitian menunjukkan bahwa sehingga ditolak. Ini berarti, kemampuan berpikir kritis matematika siswa yang dibelajarkan dengan model pembelajaran investigasi kelompok berbantuan LKPD lebih baik daripada kemampuan berpikir kritis matematika siswa yang dibelajarkan dengan pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa terdapat pengaruh model pembelajaran investigasi kelompok berbantuan LKPD terhadap kemampuan berpikir kritis matematika siswa. Kata kunci: Investigasi kelompok, LKPD, kemampuan berpikir kritis AbstractThis study aims to determine the effect of the LKPD-assisted group investigation model on mathematical critical thinking skills of students at SMPN 2 Sawan. The type of this study was a quasi-experiment. The population of this study is all students of class VIII SMPN 2 Sawan in the academic year 2018/2019. The samples were determined by cluster sampling and acquired 2 sample class, grade VIIIA as experimental group and grade VIIIB as control group. The research instrument consisted of a critical thinking skills test in the form of four item description. Data from the test results of mathematical critical thinking ability were analyzed using one-tailed t-test with a significance level of 5%. The result showed that the was rejected. This means that mathematical critical thinking abilitifes who are taught by group investigation model supported by LKPD are better than students mathematica critical thinking abilitifes taught by conventional learning, so it can be conclude that there is an effect of group investigation learning model supported by LKPD to students mathematical critical thinking abilities.Keywords: Group investigation model, LKPD, mathematical critical thinking skill

Model Problem Based Learning, Guided Inquiry, dan Kemampuan Berpikir Kritis Matematis

Jurnal Review Pembelajaran Matematika ◽

10.15642/jrpm.2017.2.2.120-130 ◽

2017 ◽

Vol 2 (2) ◽

pp. 120-130 ◽

Cited By ~ 2

Author(s):

Oktavia Filda Yanti ◽

Rully Charitas Indra Prahmana

Keyword(s):

Critical Thinking ◽

Junior High School ◽

Mathematics Learning ◽

Problem Based Learning ◽

Thinking Skills ◽

Control Group ◽

Guided Inquiry ◽

Control Group Design ◽

Quasi Experimental

This research aims to determine differences in mathematical critical thinking skills between students who obtain mathematics learning using Problem Based Learning (PBL) and Guided Inquiry model. The research method used quasi-experimental with matching-only posttest-only control group design which implemented in one of the Junior High School of Yogyakarta. The instrument used is a valid test instrument namely posttest with descriptive evaluation. The result of this research showed that there is a difference of mathematical critical thinking skills between students who obtain mathematics learning using PBL model and students who obtain mathematics learning using guided inquiry model. Furthermore, the average of mathematical critical thinking skills between a student who obtains mathematics learning using problem based learning model is higher than students who obtain mathematics learning using guided inquiry model.

Asse

10.31237/osf.io/mrvpt ◽

2019 ◽

Author(s):

Yulisa Nurdini

Keyword(s):

Critical Thinking ◽

Learning Strategies ◽

21St Century ◽

21St Century Skills ◽

Thinking Skills ◽

Assessment For Learning ◽

Control Group ◽

Written Feedback ◽

Design Assessment

Development of 21st century skills becomes essential life skills in supporting individuals to adapt well to 21st century life. One of the 21st century skills that needs is critical thinking skills. Development of student skills can be done through learning and appropriate assessments. The application of assessment for learning is an effort that can be done to develop student skills. The feedback provided can help students to plan and improve their learning strategies. However, the application of assessments in the learning process is often not optimal. Therefore, it is necessary to do research on the application of assessment for learning to improve students critical thinking skills. This study uses quasy experiment method with the pretest posttest control group design. Assessment for learning through written feedback is applied to experimental class, while the control class is given of conventional assessment. Indicators of critical thinking skills in this study were developed based on the Partnership for 21st Century Skills. The results showed that the application of assessment for learning through written feedback can improve students critical thinking skills. This is indicated by the experimental class average N-gain value is 0.82 in Pteridophyta and 0,87 in Bryophyta subchapter.

Increasing Mathematical Critical Thinking Skills Using Advocacy Learning with Mathematical Problem Solving

Jurnal Didaktik Matematika ◽

10.24815/jdm.v8i1.19200 ◽

2021 ◽

Vol 8 (1) ◽

pp. 1-14

Author(s):

I Ibrahim ◽

Imam Sujadi ◽

Samsul Maarif ◽

Sri Adi Widodo

Keyword(s):

Critical Thinking ◽

Prior Knowledge ◽

Junior High School ◽

Mathematics Learning ◽

Mathematical Problem ◽

Thinking Skills ◽

Control Group ◽

Control Group Design ◽

High Prior Knowledge

The ability to think critically is one of the abilities students must possess. Students’ critical thinking skills have not been encouraging. There is a need for learning that can improve this ability, one of which is advocacy learning. The study aims to increase students’ critical thinking skills with open-ended mathematical problems in advocacy mathematics learning. This study is a nonequivalent control group design with a pre-test post-test control group. Sampling using cluster random sampling, randomization was carried out in classes at Junior High School 4 Bandung by taking two classes. Data analysis used Mann-Whitney, one-way ANOVA, and Tukey. The results showed that students treated with an advocacy approach by giving open-ended questions had better mathematical critical thinking skills than those who received conventional learning. Also, students with high prior knowledge had better critical thinking skills compared to the other two groups. This research implies that the advocacy can be used as an alternative to learning mathematics for students with high prior knowledge.

Development Learning Design Based on Metacognitive Strategies Oriented to Critical Thinking Skill

International Journal of Trends in Mathematics Education Research ◽

10.33122/ijtmer.v2i3.73 ◽

2019 ◽

Vol 2 (3) ◽

pp. 120

Author(s):

Madya Hutabarat ◽

Caswita Caswita ◽

Suharsono Suharsono

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Metacognitive Strategies ◽

Control Group ◽

Learning Design ◽

Design Data ◽

Control Group Design ◽

Solid Geometry ◽

The purpose of this study is to develop a mathematical learning design based on metacognitive strategies that are oriented to critical thinking skills that are valid, practical and effective in solid geometry. The research was carried out with stages in Nieveen's model that begins with preliminary research, prototyping stage, and assessment stage. The field test design uses the pretest-posttest control group design. Data collection used a validation sheet, student and teacher questionnaire responses, and test instruments of critical thinking skills. Respectively to determine the validity of learning design, the level of practicality, and the effectivity of learning design. Validity and practicality were analyzed by using deskiptif statistics, while effectivity were analyzed by Mann Whitney U. Classical completeness, critical thinking skills, and improving critical thinking skills of students who apply learning based on metacognitive strategies are better than conventional learning. Therefore the design of learning based on metacognitive strategies is feasible because it meets the criteria of valid, practical and effective to improve students' critical thinking skills.

Effect Size Model Pembelajaran Kooperatif Tipe Numbered Heads Together (Nht) Terhadap Kemampuan Berpikir Kritis Siswa pada Pembelajaran Fisika

Jurnal Ilmiah Pendidikan Fisika Al-Biruni ◽

10.24042/jpifalbiruni.v5i2.121 ◽

2016 ◽

Vol 5 (2) ◽

pp. 213 ◽

Cited By ~ 1

Author(s):

Widya Wati ◽

Rini Fatimah

Keyword(s):

Critical Thinking ◽

Effect Size ◽

Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Size Index ◽

Effect Size Index ◽

The purpose of this research is to know the effect size of cooperatif learning model to critical thinking skills students at physics learning Class 8th grade Junior High School 24 Bandar Lampung. The type of this research was a quasi experimental with pretest - posttest control group design. The research involved two groups of students who accounted for 34 students for experiment class and 36 students for control class. The collection of data obtained using a test instrument shaped essay at critical thinking skills level. The results show that cooperative learning model type NHT have effect to critical thinking skills on effect size index 0,7. The effect size index 0,7 show that NHT to outcome critical thinking skills of students i.e 62 % better than control class. Experiment class is better than control class at random sampling are 0,58 it means each one of 100 random sampling give effect for 58 sampling to improve critical thinking skills of students at learning physics.Penelitian ini bertujuan untuk mengetahui effect size dari model pembelajaran kooperatif tipe numbered heads together (NHT) terhadap kemampuan berpikir kritis siswa pada pembelajaran fisika kelas VIII SMP Negeri 24 Bandar Lampung. Jenis penelitian ini adalah quasi eksperimen dengan pretest - posttest control group design. Penelitian ini melibatkan 2 kelompok belajar siswa yang berjumlah 34 siswa untuk kelas Eksperimen dan 36 siswa untuk kelas kontrol. Pengumpulan data diperoleh dengan menggunakan instrumen tes berbentuk essay pada level kognitif kemampuan berpikir kritis. Diperoleh hasil penelitian bahwa model pembelajaran kooperatif tipe NHT mempunyai pengaruh terhadap kemampuan berpikir kritis pada pembelajaran fisika dengan indeks effect size sebesar 0,3. Effect size 0,3 ini menunjukkan bahwa NHT dapat menghasilkan outcome kemampuan berpikir kritis siswa sebesar 58 % lebih baik dari kelas kontrol. Kelebihan kelas eksperimen dari kelas kontrol dalam pengambilan sampel acak sebanyak 0,58 artinya pada setiap 100 sampel acak NHT dapat mempengaruhi 69 sampel untuk meningkatkan kemampuan berpikir kritis siswa pada pembelajaran fisika.

The Effect of Applying Blended Learning Strategies Flipped Classroom Model on Students’ Critical Thinking Skills

Jurnal Penelitian Pendidikan IPA ◽

10.29303/jppipa.v8i1.1186 ◽

2022 ◽

Vol 8 (1) ◽

pp. 86-93

Author(s):

Zulhamdi Zulhamdi ◽

Hafnati Rahmatan ◽

Wiwit Artika ◽

Andi Ulfa Tenri Pada ◽

Ismul Huda

Keyword(s):

Critical Thinking ◽

Blended Learning ◽

Learning Strategies ◽

Flipped Classroom ◽

Thinking Skills ◽

Learning Model ◽

Control Group ◽

Research Approach ◽

Control Group Design

Critical thinking skills are competencies that are expected to be possessed by every student in 21st century learning. One of the efforts that can be made to improve students' critical thinking skills is to apply the flipped classroom learning model. This study aims to determine the effect of students' critical thinking skills through the application of the blended learning model of the flipped classroom. The research approach used is quantitative with a quasi-experimental type of research, the research design used is pretest-posttest non-equivalent control group design. Sampling used a total sampling technique from the entire population of 102 students of class XI IPA at SMAN 1 Peulimbang. The instrument used to measure critical thinking skills is in the form of essay questions accompanied by an assessment rubric. Data on critical thinking skills were analyzed by parametric statistics using the independent sample t test. The results showed that the value of < 0.05, then there was an effect of students' critical thinking skills after the application of the blended learning model of the flipped classroom on the respiratory system material