Analisis Kemampuan Berpikir Kritis Siswa SMA Berkemampuan Matematika Tinggi dalam Menyelesaikan Masalah Fungsi

Riskiyah, Siskatur; Jannah, Ukhti Raudhatul; Aini, Septi Dariyatul

doi:10.21274/jtm.2018.1.2.111-122

Cited by 10 publications

(15 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…S: The car length, then the car width is the same as the height of the car, p = 2 m, l = 1,3 m, t = 1,5 m and the size of the egg basket is the same 20 cm × 20 cm × 20 cm the same as each basket with 5 kg of eggs, then the questioner how many kg that can be loaded by the car body. This is in accordance with the research results of Riskiyah et al (2018) that at the interpretation indicator, the subject reads and understands the questions indicated by presenting the information contained in the questions based on what is known and correctly asked. Filah et al ( 2018) also strengthen the results of this study that students are able to understand the information from the problem, able to sort out what is known and what questions are asked and able to match the results obtained with those asked.…”

Section: R: What Information Did You Get From the Questions ? S: The ...supporting

confidence: 90%

“…S: First, I am going to find the car volume, then the volume of the basket. This is in accordance with the opinion of Riskiyah et al (2018) which states that the subject analysis indicators express the relationship between things that are known and the things that are asked, the information on the questions meets the requirements to solve the problem, restates the original question to a simpler form based on what is understood , and able to express the strategy used to solve the problem.…”

Section: R: What Information Did You Get From the Questions ? S: The ...supporting

confidence: 81%

“…S: Because every 1.600 cm = 1 kilogram, that means 3.200 cm = 2 kilograms and 4.800 cm is more than 700 so i estimated it to be 3,4 kilograms This is in accordance with the opinion of Muslim (2017) which states that the two respondents who are at the van Hiele informal deduction level have not met the indicators of drawing conclusions, this is shown from the results of the conclusions given by both of them that are not correct. Riskiyah et al (2018) also state that on the inference indicator, the subject is not able to draw conclusions/solutions appropriately. On the Self-Regulation indicator, the subject states that the answers obtained are correct, and re-checks the steps by examining the completion steps carefully whether the results are correct or not, and give a states that the results obtained are correct.…”

Section: R: What Information Did You Get From the Questions ? S: The ...mentioning

confidence: 99%

“…Whereas according to Umam and Anti (2017), critical thinking is one of the mental processes to analyze or evaluate information. Riskiyah, et al (2018) also explain that critical thinking ability is the ability that allows a person to solve a problem logically and reflectively with the aim of drawing conclusions and decisions about what to believe. The evaluation ends with a decision to reject, accept, or doubt the truth of the statement in question.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The critical thinking abilities of female students at the level of Van Hiele abstraction

Aini

Nuritasari

Supardi

et al. 2021

J. Math Educ. Nusant. Wahana Publ. Karya Tulis Ilm. di Bid. Pen

View full text Add to dashboard Cite

Critical thinking abilities are very important to improve the quality of thinking and make students better understand the content that has been studied. But in reality, students' critical thinking skills are still very low. So it is necessary to have a study that describes the critical thinking skills of these students . The purpose of this study is to describe students' critical thinking skills at the abstraction level in solving space construction problems. This research is a qualitative descriptive type because it describes in detail the critical thinking ability of Van Hiele's abstraction level in solving space construction problems. The instruments of this research are the van Hiele geometry test, the space construction problem solving test, and the interview guide. The research subjects consisted of one student of class VIII of SMP Negeri 2 Pamekasan at the Van Hiele level of Abstraction. The selection of female subjects in this study was due to the fact that female subjects were more communicative in expressing what was in their minds making it easier for researchers to uncover critical thinking of students at the level of Van Hiele abstraction. The results showed that the subject solved the space construction problem according to the critical thinking indicator stage but was not perfect because the subject made an error when solving the problem (indicator evaluation), so that the final answer obtained was not correct. This affects the conclusions obtained (inference indicators) namely the subject draws conclusions but the answers are not correct.

show abstract

Section: R: What Information Did You Get From the Questions ? S: The ...supporting

confidence: 90%

Section: R: What Information Did You Get From the Questions ? S: The ...supporting

confidence: 81%

Section: R: What Information Did You Get From the Questions ? S: The ...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The critical thinking abilities of female students at the level of Van Hiele abstraction

Aini

Nuritasari

Supardi

et al. 2021

J. Math Educ. Nusant. Wahana Publ. Karya Tulis Ilm. di Bid. Pen

View full text Add to dashboard Cite

show abstract

“…According to Rizkiyah, high school students are included in the formal operational stage, thinking abstractly using certain symbols or operating inference formal logic rules, etc. (Riskiyah, Jannah, & Aini, 2018).…”

Section: Students' Logical Thinking Abilitymentioning

confidence: 99%

Profile of Hard skills and Soft skills of Mathematics Education Students

Nopriana

Firmasari

Martadiputra

2021

Eduma : Mathematics Education Learning and Teaching

View full text Add to dashboard Cite

This study analyzes some hard skills (problem-solving abilities, level of logical thinking, and geometric thinking) and soft skills (students' self-concept and mathematical habits of mind) mathematics education students explicitly in the first year. The research method used is descriptive quantitative. From the population of all mathematics education students in the first year, one group of students was selected as a random sample using analysis techniques, data presentation, and conclusion drawing. Based on the research results, mathematics education students' overall ability in the first year is already good. Students were mastering five reasoning on the test of logical thinking (TOLT). It means they have solved problems with reasoning associated with proportional or ratio, control variables, probability, correlation and combinatorics. Most students have reached the level of thinking geometry at the analysis stage; that is, students have already understood the properties of concepts or geometry based on informal analysis of parts and component attributes. However, students do not have good soft skills. Even though they have a strong habit of mind, students' selfconcept is quite sufficient.

show abstract

Penerapan Model Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Pembelajaran Matematika [Implementation of the Problem Based Learning Model to Improve Students' Critical Thinking Skills in Mathematics Learning]

Sihaloho,

Saragih

2024

JOHME

View full text Add to dashboard Cite

Critical thinking skills are important for students to face various changes and challenges in the current era. Based on class observations, the author found that students' critical thinking skills were at a low level, with a score of 33. The solution implemented by the author was the Problem-Based Learning (PBL) model. The purpose of this research was to describe the implementation of PBL in helping students improve their critical thinking skills. The research method used was descriptive qualitative. The results showed that the implementation of PBL increased students' critical thinking skills to an average score of 64. Providing problems at the beginning of learning can stimulate students to interpret information, organize their learning, and encourage analytical thinking. Individual and group investigations help students evaluate information in problem-solving contexts. Developing and presenting work trains students to communicate and compare solutions. Analyzing and evaluating the process trains students to correct and critically reflect. By thinking critically, students can discern the truth and make decisions according to God's will and for His glory. Suggestions for future research include discussing the effect of PBL implementation on students' collaborative skills and developing more robust research instruments to measure students' critical thinking skills.BAHASA INDONESIA ABSTRACT: Kemampuan berpikir kritis penting bagi siswa untuk menghadapi berbagai perubahan dan tantangan perkembangan zaman di era saat ini. Berdasarkan observasi yang dilakukan selama pembelajaran, penulis mendapati bahwa kemampuan berpikir kritis siswa termasuk dalam kriteria rendah dengan skor 33. Solusi yang dilakukan penulis adalah penerapan model Problem Based Learning. Adapun tujuan penulisan, yaitu untuk mendeskripsikan penerapan Problem Based Learning dalam membantu meningkatkan kemampuan berpikir kritis siswa. Metode yang digunakan adalah kualitatif deskriptif. Hasil penulisan menunjukkan bahwa penerapan PBL berpengaruh meningkatkan berpikir kritis siswa hingga diperoleh rata-rata sebesar 64. Pemberian masalah di awal pembelajaran dapat menstimulasi siswa untuk menginterpretasi, mengorganisir siswa belajar, mendorong siswa melakukan analisis. Melakukan penyelidikan individual maupun kelompok membantu siswa dalam mengevaluasi informasi untuk menyelesaikan masalah. Mengembangkan dan menyajikan hasil karya memberikan siswa kesempatan untuk mengomunikasikan dan membandingkan solusi yang disusun. Menganalisis dan mengevaluasi proses pemecahan masalah menolong siswa untuk mengoreksi dan melakukan refleksi kritis terhadap proses yang dilalui dan hasil yang diperoleh. Dengan berpikir kritis, siswa dapat mempertimbangkan kebenaran dan mengambil keputusan sesuai dengan kehendak Tuhan dan untuk kemuliaan-Nya. Saran terhadap penelitian selanjutnya yaitu dapat membahas pengaruh penerapan PBL terhadap keterampilan kolaboratif siswa dan menyusun instrumen penelitian yang lebih matang untuk mengukur kemampuan berpikir kritis siswa.

show abstract

Analisis Kemampuan Berpikir Kritis Siswa SMA Berkemampuan Matematika Tinggi dalam Menyelesaikan Masalah Fungsi

Cited by 10 publications

References 0 publications

The critical thinking abilities of female students at the level of Van Hiele abstraction

The critical thinking abilities of female students at the level of Van Hiele abstraction

Profile of Hard skills and Soft skills of Mathematics Education Students

Penerapan Model Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Pembelajaran Matematika [Implementation of the Problem Based Learning Model to Improve Students' Critical Thinking Skills in Mathematics Learning]

Contact Info

Product

Resources

About