The Effect of a Problem Centered Learning on Student’s Mathematical Critical Thinking

Apriliana, Lidya Putri; Handayani, Isnaini; Awalludin, Subhan Ajiz

doi:10.23917/jramathedu.v4i2.8386

Cited by 15 publications

(15 citation statements)

References 10 publications

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“…A conceptual framework of critical thinking can be adopted from the 21st Century Bloom's taxonomy of higher-order thinking skills (Krathwohl, 2002;Himmah et al, 2019). It can serve as a starting point for the development of teaching approaches that foster critical thinking and reasoning (Zapalska et al, 2018;Apriliana, Handayani, & Awalludin, 2019).…”

Section: Disseminating Stagesmentioning

confidence: 99%

Developing complex analysis textbook to enhance students’ critical thinking

Setyawan

Prasetyo

Nurnugroho

2020

J. Res. Adv. Math. Educ

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Critical thinking skill was needed since problems in daily life required a solution. To solve the problems, the students collect the data as a consideration in making the right decision. Moreover, the students also need good critical thinking skills. To develop a good critical thinking skill, the researcher develops a textbook of Complex Analysis and Application, especially in complex numbers. In this research, a qualitative investigation was carried out in the development of the textbook. This textbook supports the mathematics education students of Universitas Ahmad Dahlan in learning complex analysis course. Researchers did a walkthrough to the expert in assessing the content and construct to validate the textbook. The development model used by researchers is a 4-D model. A 4-D model used in this study is consists of defining, designing, developing, and disseminating. In defining, the researcher adequate materials related to the complex numbers such as the rational number and real number and its properties in addition and multiplication. In designing, some explanation in the textbook is followed by Why and How questions. Open questions are used to stimulate the students’ critical thinking. Based on the walkthrough result, some notation in the textbook, especially mathematics symbols, must be revised using a proper mathematics equation. In addition, some concept should be clearly defined such as where the value of . As a result of the validity construct, the explanation given in the textbook used a step-by-step exercise. In disseminating, the students can easily access the textbook and answer the questions using their reasoning. The textbook is valid and readable.

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Section: Disseminating Stagesmentioning

confidence: 99%

Developing complex analysis textbook to enhance students’ critical thinking

Setyawan

Prasetyo

Nurnugroho

2020

J. Res. Adv. Math. Educ

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“…In addition, Figure 4 reveals that there were 9 pieces of literature where its PBL treatment duration was more than 1 month and less than or equals 3 months. From these literature, four literatures reported that PBL had a moderate effect on students' MCTS (Apriliana et al, 2019;Arviana et al, 2018;Darhim et al, 2020;Sitanggang et al, 2020). Moreover, four other literatures reported that PBL had a strong effect on students' MCTS (Ahdhianto et al, 2020;Alghadari, 2013;Alnita & Arifin, 2017;Ramadhani et al, 2020).…”

Section: Figurementioning

confidence: 98%

“…Some empirical studies related to the PBL implementation for students' MCTS showed that PBL had a strong positive effect on students' MCTS (Ahdhianto et al, 2020;Buana et al, 2020;Ramadhani et al, 2020;Umar et al, 2020;Zetriuslita et al, 2017;Zetriuslita & Ariawan, 2021). Other empirical studies also showed that PBL had a moderate positive effect on students' MCTS (Arviana et al, 2018;Apriliana et al, 2019;Ayuni et al, 2021;Darhim et al, 2020;Haerani et al, 2019;Prihono & Khasanah, 2020;Yolanda, 2019). Some empirical studies, however, revealed that PBL had a modest positive effect on students' MCTS (Hendriana et al, 2013;Islahuddin et al, 2018;Ratnawati et al, 2020;Sunaryo, 2014;Widada et al, 2019).…”

Section: Introductionmentioning

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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“…Pembelajaran yang dimaksudkan tersebut adalah pembelajaran dengan pendekatan Problem-Centered Learning atau pembelajaran yang berpusat pada masalah. Pendapat ini didukung dengan pernyataan Apriliana et al [7] bahwa Problem-Centered Learning dapat memberikan kesempatan kepada siswa untuk memperoleh, menemukan, mengenali, dan memecahkan masalah yang bersumber dari pengetahuan atau pengalaman siswa, kemudian penyataan Dewanti [8] bahwa pendekatan Problem-Centered Learning merupakan suatu pembelajaran yang senantiasa menghadirkan ide-ide matematika dalam situasi berpusat pada masalah. Serta pernyataan Rinaldi dkk [9] bahwa Problem Centered Learning menjadi pembelajaran yang potensial karena pembelajaran ini ditujukan untuk memperbaiki keadaan pembelajaran yang memungkinkan siswa untuk belajar yang produktif.…”

Section: Pendahuluanunclassified

Efektivitas Pembelajaran Melalui Pendekatan Problem-Centered Learning Pada Pokok Bahasan Teorema Pythagoras

Puloo

Abdullah

Machmud

2021

Euler J. Ilm. Mat. Sains dan Teknol.

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This study aimed to describe the effectiveness of learned through the Problem-Centered Learning (PCL) approach on the Pythagorean Theorem subject. This study was quantitative descriptive. In this study, the effectiveness of learning through Problem-Centered Learning (PCL) approach on the subject of the Pythagorean Theorem based on teacher’s ability is managed learned through Problem-Centered Learning approach, student’s activities during learning through Problem-Centered Learning approach, student’s response after the following learning through Problem-Centered Learning approach, and student’s learned achievement. The data collection methods in this study were conducted through observation with observed sheets, tests, and questionnaires. The result of the research showed that learned through the Problem-Centered Learning approach on the Pythagorean Theorem subject was effective. This can be shown from Every aspect of the teacher’s ability to learn through the Problem-Centered Learning approach that satisfied the criteria of effectiveness with the good and very good category. Student’s activities through Problem-Centered Learning approach in learning were in the tolerance limit criteria so that categorization was effective. Student’s responses after implementation learned through the Problem-Centered Learning approach satisfied the criteria for effectiveness, with 87% of student's responses belonging in positive. Student learning achievement showed that satisfied minimum standard scored, 19 of 23 students or 82.61% got 2.75 scored or more.

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The Effect of a Problem Centered Learning on Student’s Mathematical Critical Thinking

Cited by 15 publications

References 10 publications

Developing complex analysis textbook to enhance students’ critical thinking

Developing complex analysis textbook to enhance students’ critical thinking

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

Efektivitas Pembelajaran Melalui Pendekatan Problem-Centered Learning Pada Pokok Bahasan Teorema Pythagoras

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