Proses berpikir kritis matematis siswa sekolah menengah pertama melalui discovery learning

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kritis matematis dan mengidentifikasi tingkat berpikir kritis matematis siswa yang diberikan pembelajaran discovery pada pembelajaran matematika. Penelitian ini menggunakan metode penelitian kualitatif. Subjek penelitian adalah 6 orang siswa yang diambil dari 37 siswa kelas VII-E MTsN 3 Aceh Barat yang dipilih berdasarkan kemampuan awal matematikanya. Instrumen penelitian meliputi peneliti, tes berpikir kritis, dan pedoman wawancara. Teknik pengumpulan data yang digunakan terdiri dari tes berpikir kritis dan wawancara. Teknik analisis data yang digunakan pada penelitian ini yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dalam aktivitas penyelesaian masalah siswa lebih banyak melakukan proses specializing dan generalizing. Siswa telah mampu mengidentifikasi masalah yang disajikan serta menyusun langkah penyelesaian yang mungkin untuk menyelesaikan masalah tersebut, namun pada proses conjecturing dan convincing, siswa masih perlu dilatih untuk menganalogikan masalah serta menyelesaikan masalah dengan cara yang beragam. Temuan penelitian ini dapat digunakan guru untuk merancang pembelajaran matematika yang melatihkan kemampuan berpikir kritis.The process of mathematical critical thinking of junior high school students through discovery learning AbstractThis study aimed to describe the process of mathematical critical thinking of students who were given discovery learning in mathematics learning. This study was classified as qualitative research. The research subjects were 6 students drawn from 37 students of class VII-E MTsN 3 Aceh Barat, Indonesia, and selected based on their initial mathematical abilities. The research instruments included researchers, critical thinking test, and interview guidelines. The data collection was carried out by giving a critical thinking test conducted after discovery learning and interviewing the research subjects after completing the test. The data in this study were analyzed by data reduction, data presentation, and conclusion drawing. The results showed that in solving problems, students were more dominant in the process of specializing and generalizing. Students have been able to identify the problem presented and arrange possible steps for solving the problem, but in the process of conjecturing and convincing, students still need to be trained in analogizing problems and solving problems in a variety of ways. The findings of this study could be used by teachers to design mathematics learning that exercises critical thinking skills.

Prospective Teachers' Expectations of Students' Mathematical Thinking Processes in Solving Problems

“…Based on those previous reports, it is necessary to further investigate the prospective teachers regarding how their expectation to their student's thinking processes. Therefore, the purpose of this study is to describe the expectations of prospective mathematics teachers for students' mathematical thinking processes in solving mathematical problems based on Polya's Model, such as: understanding the problem, devising a plan, carrying out the plan, and looking back (Hulaikah et al, 2020;Saiful et al, 2020;Son et al, 2020;Tohir, 2017;Yusnia, 2018); Then the problem solving used is related to the mathematical thought process theory expressed by Mason et al (2010), consisting of specializing, generalizing, conjecturing, and convincing (Farib et al, 2019;Iswari et al, 2019;Lane & Harkness, 2012;Lesseig, 2016;Sumarna & Herman, 2017). The following is a summary of the book "How To Solve It" concerning the Polya Model (Polya, 1973) in Table 1, it is stated that there are several stages to solve the problem.…”

Pentingnya Kemampuan Self-Efficacy Matematis Serta Berpikir Kritis Pada Pembelajaran Daring Matematika

“…Maka dari itu, matematika dan berpikir kritis saling berkaitan. Pada penelitian oleh Purnama, M. Ikhsan & Muhammad, siswa yang memiliki kemampuan berpikir kritis tinggi akan lebih cermat serta teliti dalam menganalisis soal, mengidentifikasi informasi dan merumuskan perhitungan sehingga mendapat kesimpulan yang tepat dari masalah yang disajikan (Farib, Ikhsan & Subianto, 2019).…”

The Effect of Connecting, Organizing, Reflecting, Extending Learning Model Assisted by Audio-Visual on Mathematics Learning Outcomes

“…Mathematics is a subject that plays an important role in everyday life (Intan & Hidayat, 2018). Mathematics is important because it is used to think for students in everyday life (Farib et al, 2019;Kahar, 2017;Nurfauziah et al, 2019). Mathematics learning must be more active in finding and building their knowledge.…”