The improvement of students’ mathematics critical thinking abilities in topic prism and pyramid by using the Problem Posing approach

Abstract

This study aims to determine the increase in mathematical critical thinking skills in high school junior students by applying the Problem Posing approach. One hundred ninety-two students were sampled, divided into six classes. Samples from the study were two classes (one as the experiment and the other as the control class). The results of this study indicate that 1) based on the average post-test score, the experimental class is better than the control class; 2) based on the results of N-Gain, the experimental class is better than the control class, even though both are in the medium category; and 3) based on the right-hand t-test, it is proven that the mathematical critical thinking ability of the experimental class is better than the control class. So, it can be concluded that Problem Posing learning in students can improve mathematics critical thinking skills.

Penjanaan Masalah Matematik dalam kalangan Pelajar: Kajian Literatur Bersistematik

“…Meskipun begitu, penjanaan masalah telah mulai mendapat banyak perhatian pengkaji dalam dunia pendidikan matematik. Pelbagai kajian menunjukkan penjanaan masalah memberikan impak yang baik terhadap pembelajaran matematik (Candiasa, Santiyadnya, & Sunu, 2018;Hendriana et al, 2019;Supandi et al, 2020). Pada masa yang sama, pelbagai kajian juga menunjukkan bahawa masih banyak kesukaran yang dialami dalam pelaksanaan penjanaan masalah.…”

“…Tajuk Hendriana et al (2019) Enhancing students mathematical creative skill and resilience by using problem posing approach Titikusumawati et al (2019) An analysis of students' creative thinking skill in creating openended mathematics problem through semi-structured problem posing Van Harpen & Presmeg (2013) An investigation of relationships between students' mathematical problem-posing abilities and their mathematical content knowledge www.msocialsciences.com Ulfah, Prabawanto, & Jupri (2017) Students' mathematical creative thinking through problem posing learning Candiasa, Santiyadnya, & Sunu (2018) Using puzzle to encourage students to do problem posing Amalina, Amirudin, & Budiarto (2018) Students' creativity, problem posing in structured situation Dewi & Marsigit (2018) Mathematical creative thinking and problem posing: an analysis of vocational high school students' problem posing How does HOTS based problem posing model improve students' attitudes toward mathematics? Supandi et al (2020) The improvement of students' mathematics critical thinking abilities in topic prism and pyramid by using the problem posing approach Zulfikar, Anwar, & Yusrizal (2020)…”

“…Interpretasi pada urutan ketiga ialah kemahiran mengemaskini masalah yang telah diselesaikan sebelumnya menjadi masalah baharu yang serupa (Cahyani, Putri, & Fitriani, 2020;Darhim, Sufyani, & Bambang, 2020;Effandi & Norulbiah, 2011;Guvercin, Cilavdaroghi, & Savas, 2014;Tony et al, 2014;Mahendra, Slamet, & Budiyono, 2017;Puspitasari et al, 2019;Suarsana, Lestari, Mertasari, 2019;Zulfikar, Anwar, & Yusrizal, 2020). Urutan keempat ialah proses kognitif dengan membina masalah berdasarkan interpretasi personal yang bersesuaian dengan situasi yang sedia ada (Harry, Tatang, & Utari, 2020;Norulbiah et al, 2016;Nuha, Waluya, & Junaedi, 2018;Siti Mistima, 2016;Supandi et al, 2020;Van Harpen & Presmeg, 2013;Van Harpen & Sriraman, 2013). Interpretasi kelima yakni sebagai alat mengukuhkan kefahaman konsep dan memperluas pengalaman matematik (Cahyohadi, Sunardi, & Irfan, 2020;Candiasa, Santiyadnya, & Sunu, 2018;Nuraeni & Rosyid, 2019;Siswono, Hartono, & Kohar, 2019;Ulfah, Prabawanto, & Jupri, 2017;Van Harpen & Presmeg, 2013).…”

“…Interpretasi kelapan ialah kemahiran menyusun masalah menggunakan pelbagai strategi (Kadir, Adelina, & Fatma, 2018;Zulfikar, Anwar, & Yusrizal, 2020). Terakhir, penjanaan masalah masih dikategorikan sebagai kemahiran berfikir aras tinggi, tetapi kemahiran yang lain iaitu berfikir kritikal (Cahyohadi, Sunardi, & Irfan, 2020;Supandi et al, 2020).…”

“…Faktor pertama ialah stimulus, disetujui dalam tujuh kajian empirikal terpilih (Candiasa, Santiyadnya, & Sunu, 2018;Isnani, Waluya, & Rochmad, 2020;Siti Mistima, 2016;Norulbiah et al, 2016;Toheri, Widodo, & Arif, 2020;Ulfah, Prabawanto, & Jupri, 2017). Faktor kedua ialah kaedah pengajaran dan pembelajaran dengan penerangan daripada 17 kajian (Afrilianto, Subandar, & Wahyudin, 2019;Azlina, Amin, & Lukito, 2018;Darhim, Sufyani, & Bambang, 2020;Dewi & Marsigit, 2018;Fauziah et al, 2019;Mahendra, Slamet, & Budiyono, 2017;Nuha, Waluya, & Junaedi, 2018;Nuraeni & Rosyid, 2019;Puspitasari et al, 2019;Harry, Tatang, & Utari, 2020;Suarsana, Lestari, Mertasari, 2019;Solorzano, 2014;Supandi et al, 2020;Titikusumawati et al, 2019;Toheri, Widodo, & Arif, 2020).…”