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Undergraduate students have difficulties in understanding abstract concept of Vector Analysis and need visualization to support learning. Prezi-based instructional media developed by consider visual principle that support Vector Analysis learning. This study aims to describe Prezi-based instructional media development and produce Prezi-based instructional media that is suitable for learning. Development refers to ASSURE development model (Analyze learners, State objectives, Select methods, media and materials, Utilize media and materials, Require learners’ participation, and Evaluate and revise). The research instrument consisted of expert assessment sheets, test questions and student response questionnaires. Instructional media is feasible to be used satisfy aspects of validity and effectiveness. Assessment of the validity aspect based on the experts’ judgment that is on a valid criterion. While the assessment of effectiveness aspects based on test results are on quite good criteria and questionnaire responses of undergraduate students are on excellent criteria. Learning media consists of menu sections and content sections. The menu section consists of an overview of the material that will be presented in the media. The content section consists of material that can be zoomed in and zoomed out according to needs and learning videos to visualize the concept of Vector Analysis.

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Berpikir kritis merupakan kemampuan yang dapat dipelajari dan dilatihkan agar mampu memecahkan masalah secara efektif. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis mahasiswa dalam memecahkan masalah kalkulus. Jenis penelitian ini adalah penelitian kualitatif deskriptif. Subjek dari penelitian ini adalah tiga orang mahasiswa program studi Pendidikan Matematika IKIP Budi Utomo Malang yang berkemampuan matematika tinggi. Instrumen yang digunakan yaitu soal pemecahan masalah Kalkulus dan pedoman wawancara. Instrumen dibuat untuk menggali kemampuan berpikir kritis mahasiswa dalam memecahkan masalah. Hasil penelitian menunjukkan bahwa subjek mampu menunjukkan kemampuan berpikir kritis yang tinggi. Hal ini ditunjukkan dengan terpenuhinya seluruh indikator kemampuan berpikir kritis dalam memecahkan masalah matematika yaitu menggunakan penalaran pada tahap memahami masalah, menganalisis keterkaitan masing-masing bagian dari keseluruhan untuk menghasilkan sistem yang kompleks pada tahap membuat perencanaan, menganalisis dan mengevaluasi fakta-fakta pada tahap melaksanakan perencanaan, dan menarik kesimpulan berdasarkan hasil analisis pada tahap memeriksa kembali. Walaupun ketiga subjek memenuhi keseluruhan indikator berpikir kritis, namun masing-masing subjek menunjukkan proses pemecahan masalah yang berbeda. Masalah open-ended dapat dipertimbangkan dalam melatihkan kemampuan berpikir kritis sekaligus mengakomodasi berbagai tingkatan akademik mahasiswa.AbstractCritical thinking is an ability that can be learned and trained to be able to solve problems effectively. This study aims to describe students' critical thinking skills in solving calculus problems. This type of study was descriptive qualitative research. The subjects were three undergraduate students of the IKIP Budi Utomo Malang Mathematics Education with high mathematical abilities. The research instruments were calculus problem solving questions and interview guidelines. The instruments used to explore students' critical thinking skills in solving problems. The results showed that subjects were able to demonstrate high critical thinking skills. This is indicated by the fulfillment of all indicators of critical thinking skills in solving mathematical problems, namely using reasoning at the stage of understanding the problem, analyzing the relationship of each part of the whole to produce a complex system at the stage of devising a plan, analyzing and evaluating the facts at the stage of carrying out the plan, and draw conclusions based on the results of the analysis at the stage of looking back. Although all three subjects fulfill all indicators of critical thinking skills, each subject shows a different problem solving process. Open ended problems can be considered to develop critical thinking skills while accommodating various academic levels of students.