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

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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Critical Thinking Competence as regard of Self-Concept and Gender Differences

Malikussaleh Journal of Mathematics Learning (MJML) ◽

10.29103/mjml.v2i1.2124 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

Sadikin Sadikin ◽

Fahinu Fahinu ◽

Ruslan Ruslan

Keyword(s):

Critical Thinking ◽

Female Student ◽

Male Student ◽

Male Students ◽

Self Concept ◽

Critical Thinking Ability ◽

Thinking Ability ◽

And Gender ◽

Competence Test ◽

Five Phases

The study was a qualitative research that focused to describe students’ critical thinking competence in mathematics. The subjects were six students from the X MIA-2 class of SMA 11 Kendari consisted of one male student categorized has a high self-concept, one male student categorized has a moderate self-concept, one male student categorized has a low self-concept, one female student categorized has a high self-concept, one female student categorized has a moderate self-concept, and one male student categorized has a low self-concept. In collecting data, the researcher used test instrument and questionnaire which were critical thinking competence test and self-concept questionnaire. Furthermore, the data collected were analyzed based on five phases of students’ critical thinking ability in mathematics. The result of the study revealed that male students had better critical thinking abilities than female students. A better self-concept category will contribute to enhance student’s critical thinking in mathematics

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Foundation biology students’ critical thinking ability: Self-efficacy versus actuality

Journal of University Teaching and Learning Practice ◽

10.53761/1.15.5.4 ◽

2018 ◽

Vol 15 (5) ◽

pp. 36-50

Author(s):

Gerry M. Rayner ◽

◽

Theo Papakonstantinou ◽

Keyword(s):

Critical Thinking ◽

Self Efficacy ◽

Female Students ◽

Male And Female ◽

Biology Students ◽

Critical Thinking Ability ◽

Wide Range ◽

Thinking Ability ◽

Gender Based ◽

The One

Critical thinking (CT) is a highly valued skill, based on feedback from a wide range of stakeholders, and thus academics have long sought to embed CT into undergraduate curricula. In this study, we investigated foundation biology students’ self-efficacy of their CT skills (including three CT sub-elements), and whether such self-efficacies changed over a year of study. We also assessed students’ actual CT ability, and whether there were differences in self-efficacy and actual ability between male and female students. While students’ self-efficacy of their overall CT ability increased over the course of the year, this value was significantly lower than each of the CT sub-element efficacies, at both commencement and completion of the study. Conversely, students’ actual CT skills did not change over the year, although females scored higher than males in the one of the two units of study. We conclude that (i) there is a disconnect between our students’ self-efficacy of, and actual, CT ability; and (ii) there is a gender-based difference in their selfefficacy and actual CT ability. We recommend interventions to enhance foundation biology students’ understanding of CT and through this, improve the concordance between their self-efficacy of their CT skills and their actual CT ability.

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Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

Talenta Conference Series Science and Technology (ST) ◽

10.32734/st.v2i2.536 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Maria Erna ◽

R. Usman Rery ◽

Wiji Astuti ◽

Sulismayati

Keyword(s):

Critical Thinking ◽

Inquiry Learning ◽

Guided Inquiry ◽

Test Technique ◽

Critical Thinking Ability ◽

High Category ◽

Thinking Ability ◽

Process Oriented ◽

Academic Year ◽

Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru. The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.

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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 ◽

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.

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KECEMASAN MATEMATIKA DAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA DI SEKOLAH MENENGAH PERTAMA

ALGORITMA Journal of Mathematics Education ◽

10.15408/ajme.v2i1.16312 ◽

2020 ◽

Vol 2 (1) ◽

Author(s):

Faiq Zulfikar Hadi ◽

Maman Fathurrohman ◽

Cecep Anwar Hadi

Keyword(s):

Critical Thinking ◽

Junior High School ◽

Mathematics Anxiety ◽

Math Anxiety ◽

Junior High ◽

Negative Relationship ◽

High Anxiety ◽

Critical Thinking Ability ◽

Thinking Ability ◽

And Mathematics

This research is conducted by the low mathematics critical thinking ability of students in junior high schools, especially in VII grade .Students of VII grade commonly are transitioning from elementary school to junior high school could be a reason how low students of VII grade on mathematic critical thingking ability. The low ability mathematics critical thingking one of caused by mathematics anxiety. This study aims to find a relationship between math anxiety and mathematics critical thinking ability of VII grade at SMPN 5 Serang City. The method of this research is quantitative descriptive by making 110 students from VII grade as a sample. The data were collected using questionnaire and test. The result of this study indicate that 1) the ammount of correlation between math anxiety with critical thingking ability is -0,5991> rs table 0,1695, which means there is a significant and negative relationship between anxiety and critical thingking ability 2) the average of students’s mathematics critical thingking ability is different where score between students with low anxiety have a better score than student with mid anxiety and low anxiety,and students with mid anxiety have a better score than students with high anxiety, and students with mid anxiety have a better score than students with high anxiety.

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