Analisis kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian adalah siswa kelas XII SMA Negeri Punung, Kabupaten Pacitan. Subjek penelitian sebanyak enam siswa dengan masing-masing dua siswa untuk gaya belajar visual, auditorial, dan kinestetik. Data penelitian diambil melalui angket gaya belajar, tes kemampuan berpikir kritis, dan wawancara. Data angket dianalisis untuk menentukan jenis gaya belajar siswa, sedangkan data hasil tes dianalisis berdasarkan aspek kemampuan berpikir kritis matematis yaitu FRISCO – Focus, Reason, Inference, Situation, Clarify, and Overview. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa pada masing-masing gaya belajar memiliki tingkatan yang berbeda. Siswa dengan gaya belajar visual memiliki kemampuan berpikir kritis pada kriteria sangat baik, siswa dengan gaya belajar auditorial memiliki kemampuan berpikir kritis pada kriteria cukup, sedangkan siswa dengan gaya belajar kinestetik memiliki kemampuan berpikir kritis pada kriteria baik. Namun demikian ketiganya mempunyai potensi kuat untuk mengembangkan kemampuan berpikir kritis dalam matematika melalui stimulasi dari guru. Analysis of critical thinking skills in terms of students' mathematics learning stylesAbstractThis study aimed to describe critical thinking skills in terms of students’ mathematics learning styles. It was a qualitative descriptive study. The study subjects were twelfth-grade students of SMA Negeri Punung (Public Senior High School), Pacitan Regency, Indonesia. The subjects were six students, with two students each for visual, auditory, and kinesthetic learning styles. The data were taken through learning style questionnaires, critical thinking skills tests, and interviews. The questionnaire data were analyzed to determine the type of student learning style, while the test result data were analyzed based on aspects of mathematical critical thinking skills, namely FRISCO – Focus, Reason, Inference, Situation, Clarify, and Overview. The results showed that students’ critical thinking skills in each learning style had different levels. Students with visual learning styles have the critical thinking skills on very good criteria, students with auditory learning styles have the critical thinking skills on moderate criteria, while students with kinesthetic learning styles have the critical thinking skills on good criteria. However, all three have strong potential to develop critical thinking skills in mathematics through stimulation from the teacher.

Enhancement of students' critical thinking ability in the algebraic function derivatives application based on student learning styles during online learning

“…In addition to improving students' CT ability in learning, other factors need to be considered in managing to learn, one of which is the student's mathematical learning style (Setiana & Purwoko, 2020). Learning style (LS) is a strategy that learners use in different learning contexts (Chiou et al, 2017), Besides, (Bostrom et al, 1993;Chiou et al, 2017;Marzuki et al, 2019) Find that individuals with varied LS will produce unequal learning achievements.…”

“…Lehmann & Ifenthaler, (2012) LS is a typical learning method for students. This distinctive way is individualized, which is often not realized by students who, once formed, will tend to last for a long time and affect the learner's ability to understand and absorb lessons (Setiana & Purwoko, 2020).…”

“…Among the many diverse tendencies of LS, LS can be grouped into three: visual, auditory, and kinesthetic (Chrisley, 1995;De Porter, 2010;Setiana & Purwoko, 2020). Students with visual type LS are more likely to remember information by witnessing firsthand the source of that information (De Porter, 2010).…”

“…Research conducted by Kalogeropoulos et al, (2021) explained that most students showed positive engagement with the distance learning experience, even though the opportunity to learn mathematics with their peers was considered less. Meanwhile, research conducted by Setiana & Purwoko, (2020) which focuses on studying LS-based CT abilities, reveals that the three LS have strong potential to develop mathematical critical thinking skills through stimulation from teachers. Based on the results of this study, researchers have not found any research that examines the ability of CT and LS in online learning.…”

On the relationship between critical thinking skills, biology learning outcomes, and their visual learning style

“…The rapid advancement of science has affected the passage of several parts of education, where education is critical to a nation's progress. It is because of a nation's human resources by the quality of its education (Setiana & Purwoko, 2020). It can improve human resources in educational institutions, such as schools, where students are engaged in a learning process.…”