This study aimed to analyze the achievement of critical thinking skills of students through virtual lab assisted learning in preservice teachers of mathematics. The method used is weak experiment with the design of the study "one group pretest-posttest design". The research was conducted on the subject for the static fluid level mathematics preservice teachers university sector in the city of Cirebon academic year 2016/2017. The research subjects consisted of one class with the number of samples respectively of 23 preservice teachers of mathematics. The data obtained in this study is data critical thinking skills that include identifying the relevant issues, defines the subject matter, giving the reasons of the experiment, using a strategy logically, doing the things done tentatively, summarized by considering the situation and then decide, answered questions about the facts, report is based on observations, consider the appropriate procedures, involving a bit of conjecture based on those events -events and report experimental generalization. Research hypothesis testing is done by using the t test on the N-gain critical thinking skills after learning to use the virtual lab. The results of data analysis showed critical thinking skills gain of 0.58 (moderate). From this analysis it can be concluded that learning-based virtual lab for preservice teachers of mathematics can significantly improve the critical thinking skills of preservice teachers of mathematics. Besides, in general, the students give a positive response to learning to use the virtual lab.
Howard Gardner mengatakan bahwa setiap individu memiliki delapan kecerdasan yaitu kecerdasan Matematis-Logis, Linguistik, Spasial, Musikal, Interpersonal, Kinestetik-Jasmani, Intrapersonal, dan Naturalis. Setiap kecerdasan yang dimiliki seseorang memiliki cara tersendiri dalam mengolah informasi, namun untuk menuangkannya kembali seluruh kecerdasan tersebut akan bersinergi dalam satu kesatuan yang unik. Hal ini membuat seseorang mampu meningkatkan kemampuannya secara optimal.Jika kita kaitkan antara pembelajaran realistik (PMRI) dengan kecerdasan majemuk tentu sangat terlihat jelas dalam PMRI semua kecerdasan dapat dikembangkan, karena dalam pembelajaran matematika realistik ini siswa dihadapkan dengan sesuatu yang nyata, diberi kesempatan untuk mengemukakan pendapatnya tentang materi yang dipelajarinya baik secara individu ataupun secara kelompok. Dengan demikian diharapkan setiap siswa mampu mengoptimalkan seluruh kecerdasannya sehingga siswa mampu belajar matematika dengan baik yang pada akhirnya nilai siswa akan lebih baik.
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