Enhancement of Mathematics Critical Thinking Skills through Problem Based Learning Assisted with Concrete Media

Abstract

In learning mathematics, students are still found to have difficulty in understanding and developing critical thinking skills. Therefore, the purpose of this study is to determine the significant influence of the Problem Based Learning model assisted by concrete media on the ability to think critically mathematics in grade IV in elementary school. This research was a quasi-experimental study with a non-equivalent control group design. The population of class IV SD as many as 293 people. The sample was determined by cluster random sampling technique. The sample in the experimental group was 32 students and the control group was 30 students. Data used as a test method in the form of a subjective test (description). The data obtained were analyzed using the t-test analysis technique with the polled variance formula. The results of data analysis were obtained (t-count = 4.021> t-table = 2,000) at the significance level of 5% (dk = 32 + 30 - 2 = 67) which means that there was a significant difference in the ability to think critically mathematics between groups being taught with the model of Problem Based Learning with media aids Concretely with the group learned using conventional learning models in class IV elementary school. It can be concluded that the Problem Based Learning model assisted by concrete media influences the ability to think critically mathematics in class IV. The results of this study can be used as input for teachers to choose various learning models in teaching.

Model Pembelajaran Value Clarification Technique dan Pengaruhnya Terhadap Kemampuan Berpikir Kritis Siswa Sekolah Dasar

“…Berpikir kritis ini dapat dipandang kemampuan untuk membandingkan informasi yang didapatkan oleh siswa. Selain itu kemampuan berpikir kritis juga mampu memecahkan masalah dengan benar dan tepat (Devi et al, 2016;Pramestika et al, 2020). Siswa yang memiliki keterampilan berpikir kritis juga dapat dilihat dari bagaimana siswa menghadai masalah (Chen et al, 2018;Pramestika et al, 2020;Soyadı & Birgili, 2015).…”

Heterogeneity of Indonesian primary school students’ mathematical critical thinking skills through problem-based learning: A meta-analysis

“…Based on the results of the primary study selection process, we established ten primary studies consisting of four primary studies from Google Scholar (Haerani et al, 2019;Karyono & Subhananto, 2015;Primayanti et al, 2019;Soraya et al, 2018) and six primary studies from Semantic Scholar (Ahdhianto et al, 2020;Alnita & Arifin, 2017;Buana et al, 2020;Pramestika et al, 2020;Suprapto et al, 2020;Umar et al, 2020) to be used as the data in this research. 40 primary study titles from Google scholar 50 primary study titles from Semantic scholar 70 primary studies were selected based on its abstract with the detail as follow:…”

“…Several reports related to the PBL implementation on the primary school students' MCTS in Indonesia revealed that the PBL implementation had a strong effect on the students' MCTS (Ahdhianto et al, 2020;Alnita & Arifin, 2017;Buana et al, 2020;Pramestika et al, 2020;Soraya et al, 2018;Suprapto et al, 2020;Umar et al, 2020). On the other side, some similar reports revealed that the PBL implementation had a moderate effect on the students' MCTS (Haerani et al, 2019;Karyono & Subhananto, 2015;Primayanti et al, 2019).…”

The Effect of Flipped Classroom Based on Disaster Map Visualization in Disaster Mitigation Learning on Students’ Self-Efficacy and Critical Thinking Skills

“…Critical thinking skills are the ability to analyze facts, convey ideas, defend opinions, make comparisons, draw conclusions and evaluate the arguments given, and the ability to solve problems (Pramestika et al, 2020;Rati & Rediani, 2020). Critical thinking is one's cognitive skill to state something with confidence because it is based on logical reasons and substantial evidence (Meilana et al, 2020) and related to the students' skill to deal with everyday problems (Odebiyi & Odebiyi, 2021) by providing opportunities for students to use information sources to generate solutions and build relationships (Polat & Aydın, 2020).…”