Critical thinking (CT) is a type of convergent thinking explored when students learn mathematics. This study aims to obtain a comprehensive representation of students' mathematical Critical Thinking (CT) abilities, based on the mathematical ability level. Data were obtained from 35 students using CT skills tests and semistructured in-depth interviews based on the criteria of mathematical ability levels, which was saturated on the 15th interview. The research was qualitatively analyzed using the systematic grounded theory with the help of NVivo 12 plus software, and two coders (kappa = 0.81) to determine the reliability test comprising of 9 categories and 4 themes. The result showed that the higher the mathematical ability level, the more diverse students' thinking patterns in solving problems related to algebraic functions. These findings are expected to help education practitioners in developing students' counseling skills.

In this study, placing EQ and SQ in

Kemampuan berpikir kritis dan kreatif merupakan hal yang penting dalam belajar matematika, namun upaya untuk meningkatkan kemampuan berpikir kritis dan kreatif di Indonesia belum berjalan dengan baik. Karena itu peneliti ingin mengkaji dimana letak permasalahan siswa dalam menghadapi soal-soal berpikir kritis dan kreatif matematis. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif dengan disain Basic qualitativa research approach. Kegiatannya adalah mengkaji jawaban siswa hasil mengerjakan soal berpikir kritis dan kreatif matematis siswa. Penelitian dilaksanakan di dua SMP di kabupaten Cianjur. Hasil penelitian menunjukkan bahwa permasalahan yang menyebabkan siswa lemah dalam menghadapi soal-soal berpikir kritis dan kreatif matematik adalah banyak siswa masih tidak dapat memahami masalah.

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The concept of limit is one of the prerequisite subjects in studying calculus. Previous studies indicate that the use of the limit concept in learning that is not in accordance with the limit concept in mathematics. This study aims to describe the concept image of prospective mathematics teachers on the concept of limit functions and the causes of the concept image. This qualitative study used the phenomenology approach, involving seven mathematics students in the fifth semester at a university in Bandung, Indonesia, who were selected based on the results of a written test. The data were obtained from the results of written tests on the concept of limit function and interviews and analysed descriptively. The results showed that students understood the concept of limit function in the same way that limit is an unreachable function. This causes the definition of limit formally using ε-δ is not properly understood. In this case, a comprehensive study of the limit function is needed at the beginning of calculus learning and should be an important concern for lecturers of calculus.