Improving Students' Mathematical Critical Thinking Abilities Through the Problem Solving Method on the Sequences and Series Course

Dahliana, Dahliana; Marhami, Marhami; Mursalin, Mursalin

doi:10.29103/ijevs.v1i7.2571

Cited by 3 publications

(3 citation statements)

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“…At the level they are applying, students are also in the medium category with a value of 46.624%, but the value is still below 50%. At the last level of reasoning, students still have difficulty solving problems that require reasoning ability, which is also one of the higher-order thinking skills (Dahliana et al, 2019;Marhami, Rohantizani, et al, 2020). It is shown in the average score obtained, which is a percentage of 39.76% in the low category.…”

Section: Resultsmentioning

confidence: 98%

Pre-service mathematics teachers' numeracy in Acehnese culture-based minimum competence assessment

Marhami

Rohantizani

Muhammad

et al. 2023

jel

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Pre-service mathematics teachers must have good numeracy skills because this ability is needed in all aspects of life, home, work, and society. This study aims to identify the numeracy skills of pre-service teachers on the Acehnese culture-based Minimum Competency Assessment (MCA). A descriptive quantitative method was used in this study with 24 numeracy MCA questions based on Acehnese culture as an instrument. The subject was 158 mathematics education students from three Aceh universities in their fourth and sixth semesters. The data were analyzed quantitatively and categorized based on high, medium, and low levels. The results showed that the overall numeracy ability of pre-service mathematics teachers is 50.06% in the medium category. At the level of knowing and applying, they received 69.38% and 46.62%, which were in the medium category. Meanwhile, they only obtained 39.76% in the low category for reasoning level. It indicated the student’s lack of ability in higher-order thinking. These results are expected to be input for educators to arrange learning that develops the numeracy skills of pre-service teachers.

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Section: Resultsmentioning

confidence: 98%

Pre-service mathematics teachers' numeracy in Acehnese culture-based minimum competence assessment

Marhami

Rohantizani

Muhammad

et al. 2023

jel

View full text Add to dashboard Cite

show abstract

“…Normalized gain or N-Gain Score aims to determine the effectiveness of the use of a particular method or action in the one group pre-test post-test design research (Dahliana et al, 2019). The N-Gain Score test is done by calculating the difference between the pretest and posttest scores (Lestari et al, 2018).…”

Section: N-gain Value Analysismentioning

confidence: 99%

Titi Laras Damina Educational Learning for Senior High School Students as a Form of Cultural Preservation

Herdian,

Maryanti

2022

Indonesian J. Educ. Res. Technol.

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This study aims to educate Titi Laras Damina's learning in Kartika Senior High School students. The research was conducted on representatives of 10 grade-11 social studies students through 3 stages, namely (i) pre-test; (ii) theoretical and practical education using the Direct Instruction method; and (iii) post-test. The results showed that the average pretest theoretical value was 71 and the posttest average was 96.5. The results of the comparison of the pretest and posttest did not significantly increase after the learning was carried out. The results of the N-Gain calculation show that the average N-Gain value is 34% (N-Gain 40%) indicating that Titi Laras Damina's learning is theoretically ineffective for Senior High School students in grade 11 social studies. This is due to the comparison of pre-test scores. and the post-test was not so high and the students' knowledge was sufficient of Titi Laras theory. Practically there is a significant improvement because before learning students have not been able to mention the notes in each barrel. However, after learning using the direct instruction method there is an increase in musicality in students. Students can now say the notes in each barrel after it has been held. From this research, it is hoped that students can master the knowledge of Titi Laras Damina in theory and practice.

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“…The Effect Size of PBL on Students' MCTS Based on Treatment Duration Figure 4 shows that there were 13 literature in which its PBL treatment duration was less than or equals 1 month. From these literatures, six literatures reported that PBL had a moderate effect on students' MCTS (Ayuni et al, 2021;Dahliana et al, 2019;Haerani et al, 2019;Prihono & Khasanah, 2020;Tunjungsari & Tasyanti, 2017;Yolanda, 2019). Moreover, six other literature reported that PBL had a strong effect on students' MCTS (Gunur et al, 2019;Hamid & Lambertus, 2014;Jumaisyaroh et al, 2014Jumaisyaroh et al, , 2015Nugraha & Mahmudi, 2015;Umar et al, 2020).…”

Section: Figurementioning

confidence: 99%

Does Treatment Duration of Problem-Based Learning Moderate Heterogeneity of Students’ Mathematical Critical Thinking Skills? A Meta-Analysis

Suparman

Juandi

Martadiputra

2021

Eduma : Mathematics Education Learning and Teaching

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This study aims to investigate and examine PBL treatment duration predicted as a potential factor moderating heterogeneity of students' MCTS. A meta-analysis by selecting the random effect model was employed to conduct this study. Data analysis used the Q Cochrane test and Z test supported by Comprehensive Meta-Analysis (CMA) software. A literature search found 220 documents, and the final literature selection established 23 documents in journal articles and 4 documents in proceeding articles indexed by Scopus, Google Scholar, or Web of Science and published in the period of 2013 -2021. The results revealed that the p-value of the Q statistic related to the factor of PBL treatment duration was less than 0,05 (p = 0,535). It indicates that PBL treatment duration is not a significant factor moderating heterogeneity of students' MCTS. It interprets that the gap of students' MCTS level through PBL is not caused by the treatment duration factor. Furthermore, PBL treatment in the period of 3 -6 months was more effective to enhance students' MCTS than PBL treatment duration was less than 3 months or more than 6 months. For a further similar meta-analysis study, other researchers should investigate and examine other potential factors such as PBL class capacity and students' demography that are able to moderate heterogeneity of students' MCTS.

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Improving Students' Mathematical Critical Thinking Abilities Through the Problem Solving Method on the Sequences and Series Course

Cited by 3 publications

References 0 publications

Pre-service mathematics teachers' numeracy in Acehnese culture-based minimum competence assessment

Pre-service mathematics teachers' numeracy in Acehnese culture-based minimum competence assessment

Titi Laras Damina Educational Learning for Senior High School Students as a Form of Cultural Preservation

Does Treatment Duration of Problem-Based Learning Moderate Heterogeneity of Students’ Mathematical Critical Thinking Skills? A Meta-Analysis

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