ABSTRAKArtikel ini melaporkan temuan dari kelompok desain postest kontrol eksperimental yang dilakukan pada tahun 2011 untuk menyelidiki matematika logis siswa, berpikir kritis, dan kreatif dan disposisi. Studi ini melibatkan 76 siswa dari kelas-11 dari SMA di Cimahi. Penelitian ini menggunakan tiga macam tes dan skala disposisi yaitu: matematika berpikir logis dan tes skala disposisi, tes berpikir kritis matematika dan skala disposisi, dan uji pemikiran matematika kreatif dan skala disposisi. Studi ini menemukan bahwa tidak ada perbedaan kemampuan berpikir logis dan matematis diposition, matematika kemampuan berpikir kritis dan diposition, dan matematika disposisi berpikir kritis siswa diajarkan oleh pembelajaran berbasis masalah dan berpikir-bicara-menulis strategi (PBL-TTW) dan mahasiswa diajarkan dengan mengajar konvensional. Siswa 'kemampuan berpikir matematis logis diklasifikasikan sebagai media, siswa kemampuan berpikir matematis logis tergolong cukup baik, dalam disposisi siswa umum' digolongkan sebagai media. Studi ini juga menemukan bahwa siswa diajarkan oleh ajaran konvensional mencapai nilai yang lebih baik pada kemampuan berpikir kreatif matematika daripada siswa diajarkan oleh PBL-TTW. Namun, mereka yang kemampuan berpikir masih tergolong kurang baik. Temuan penting lainnya adalah tidak ada hubungan antara pemikiran logis matematika dan matematika kemampuan berpikir kritis, berpikir logis antara matematika dan matematika kemampuan berpikir kritis, dan di antara kemampuan berpikir matematis dan disposisi.Kata kunci: kemampuan berpikir logis dan disposisi, kemampuan berpikir kritis dan disposisi, kemampuan berpikir kreatif dan disposisi, belajar berbasis masalah, strategi berpikirberbicara-menulis ABSTRACTThis article reports the findings from a postest experimental control group design conducted in 2011 to investigate students' mathematical logical, critical, and creative thinking and disposition. The study involves 76 students of grade-11 from a senior high school in Cimahi. The study employs three kinds of tests and disposition scales those are: mathematical logical thinking test and disposition scale, mathematical critical thinking test and disposition scale, and mathematical creative thinking test and disposition scale. The study found that there was no difference of mathematical logical thinking ability and diposition, mathematical critical thinking ability and diposition, and mathematical critical thinking disposition of students taught by problem based learning and think-talk-write strategy (PBL-TTW) and students taught by conventional teaching. Students' mathematical logical thinking ability was classified as medium, students' mathematical logical thinking ability was classified as fairly good, in general students' disposition were classified as medium. The study also found that students taught by conventional teaching attained better grade on mathematical creative thinking ability than students taught by PBL-TTW. However, those thinking ability were still classified as less than good. The o...

This study is a pre test-post-test experimental control group design having a goal to analyze the role of problem-based learning on students’ mathematical problem-solving ability (MPSA) and self-confidence (MSC). The study involves 66 tenth grade students, a mathematical problem-solving test, a mathematical self-confidence scale, and perception of problem-based learning (PBL) approach scale. The study found that on MPSA, its gain, and on MSC students getting treatment with PBL approach obtained better grade than that of students taught by conventional teaching. The other findings, there was the high association between MPSA and MSC, and student performed positive opinion toward PBL approach.

The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem-based learning approach has significant impact to the ability of students' mathematics critical thinking in terms of school level and students' prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students' prior mathematics ability to students' mathematics critical thinking ability.Keywords: problem-based learning, mathematical critical thinking ability

This paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students' ability in mathematical communication and self regulated learning. Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java. The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school cluster and students' prior mathematics ability on students' mathematical communication ability and self regulated learning as well. The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students' prior mathematics ability and teaching approaches on mathematical communication ability and self regulated learning. Moreover, there was association between mathematical communication and self regulated learning AbstrakMakalah ini melaporkan temuan dari suatu eksperimen dengan disain tes akhir dan kelompok control yang memberikan reciprocal teaching dan bertujuan mengembangkan kemampuan komunikasi matematis dan kemandirian belajar siswa. Penelitian melibatkan 254 siswa kelas 9 dari tiga SMP yang mewakili sekolah klaster atas, sedang dan bawah di Bojonegoro Jawa Timur. Instrumen penelitian ini adalah tes komunikasi matematis dan satu set skala kemandirian belajar. Penelitian menemukan bahwa pembelajaran reciprocal teaching memberikan peran terbesar dibandingkan dengan klaster sekolah, level kemampuan awal matematika siswa, dan pembelajaran konvensional terhadap pencapaian kemampuan komunikasi matematis dan kemandirian belajar siswa. Temuan lainnya adalah, terdapat interaksi antara pembelajaran dan klaster sekolah, namun tidak terdapat interaksi antara pembelajaran dan kemampuan awal matematika terhadap kemampuan komunikasi matematis dan kemandirian belajar. Selanjutnya, ditemukan pula asosiasi antara kemampuan komunikasi matematis dan kemandirian belajar.

This studyis a post test experimental control group design conducted in 2013by using Problem Based Learning (PBL)to investigate students’ mathematical communication,mathematicalcritical thinking abilityand disposition. The study involves 76 students of grade-11 from a senior high school in Cimahi. The study employs three kinds of instrument namely mathematical communication and mathematical critical thinking tests and mathematical critical thinking scale. The study found that the grade of mathematical communication ability of students taught by PBL was classified as fairly good and it was better than the grade of students taught by conventional teaching that classified as medium. However, there was no different grades of mathematical critical thinking ability and of disposition of students in the both classes. The grades of mathematical critical thinking of students were classified as medium, and the grades of mathematical critical thinking disposition of students were classified as fairly good.  The other findings there were not association among mathematical communication,critical thinking abilities and mathematicalcritical thinkingdisposition.