Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa SMP dalam menyelesaikan masalah matematika ditinjau dari kecerdasan linguistik dan kecerdasan logis matematis. Jenis penelitian ini merupakan penelitian deskrptif kualitatif. Subjek dari penelitian ini yaitu siswa kelas VIII yang terdiri dari 4 subjek, 2 subjek dengan kecerdasan linguistik dan 2 subjek dengan kecerdasan logis matematis. Teknik pengumpulan data yang digunakan adalah angket, tes tertulis, dan wawancara. Teknik keabsahan data dengan menggunakan triangulasi metode. Hasil penelitian menunjukkan bahwa subjek AAS dengan kecerdasan lingusitik tidak memenuhi semua indikator kemampuan berpikir kritis tetapi hanya memenuhi indikator focus dan subjek LDK dengan kecerdasan linguistik hanya memenuhi indikator focus dan reason. Subjek MNA dengan kecerdasan logis matematis memenuhi indikator focus, reason, situation,inference, clarity dan subjek MAN dengan kecerdasan logis matematis memenuhi semua indikator focus, reason, situation, inference, clarity, dan overview.
This study aims to determine the effect of the PBL model with argumentation scaffolding on changes in the critical thinking of teacher candidates’ teachers in terms of personality type and gender. This research is quasi-experimental research with one group pretest-posttest design. 28 prospective teachers who take the algebraic structure course are the samples of this study. Critical thinking skills scores were analysed descriptively and statistically with normality test and paired t-test. The results showed that the application of PBL with argumentation scaffolding was effective in increasing the critical thinking of prospective teachers from the criteria of "less critical" to "critical enough" and the n-gain results were categorized as moderate when viewed from the aspect of personality type. and gender. The existence of differences in critical thinking that is influenced by gender and personality type is a research finding that must be considered to determine the learning model. Keywords: Problem-based learning, gender, critical thinking, personality type
<p><span>One of the important thing in a study is instrument. There are several forms of instruments that can be used to measure student’s self-esteem. One of them is a questionnaire. Self-esteem Questionnaire developed to measure the aspects of self-esteem, i.e: significance, competence, power, and virtue. Validity evidenced from the self-esteem questionnaire includes content validity and construct validity. Content validity is evidenced in face validity and logical validity. Validation results on the content validity are appropriate questionnaire to be used after 2, 3, 5, 6, 8, 9, 10, 11, 13, 14, 15, 26, 29, and 30 revised. The result of construct validity is model factor as a whole according to p-Chi-Square> 0.05, RMSEA≤0,08, NNFI> 0,9, CFI> 0,9, and IFI> 0,9. The test results of these parameters individually show each path having a value of t> 1.96 so that the paths are significant. This can be interpreted as a fit model factor and does not need to be done. Calculation of self-esteem questionnaire results obtained reliability </span><span><img src="file:///C:/Users/LENOVO/AppData/Local/Temp/msohtmlclip1/01/clip_image002.gif" alt="" width="64" height="16" /></span><span><span> </span>and standard error measurement </span><span><img src="file:///C:/Users/LENOVO/AppData/Local/Temp/msohtmlclip1/01/clip_image004.gif" alt="" width="86" height="16" /></span><span>. The value in question is the self-esteem questionnaire score of the student is likely to be 4.34 points above or below the actual score.</span></p>
Critical thinking is one of the important competencies in the twenty-first century that should be acquired. Therefore, there is a need to facilitate the students with the teaching approach and learning model that could improve this skill. One of the learning approaches that provide the students with the opportunity to think creatively is STEM-PjBL. Therefore, the purpose of the study is to describe the application of STEM-PjBL able to increase the critical thinking skills of the student. The SLR or Systematic Literature Review method was chosen to present a comprehensive and balanced summary of primary research results. The literature review was conducted through Google Scholar, Crossref, and Scopus. From 100 works of literature, 15 articles showed that PjBL STEM learning was able to improve critical thinking skills. This study examined 15 articles that were analyzed based on research methods, and the findings revealed that the application of STEM-PjBL could enhance the critical thinking skills of the student with the literature review method. Based on the existing data collection, it is analyzed through case studies that are the subject of discussion. The findings of the study revealed that: 1) the use of STEM-PjBL had a positive and significant impact on the critical thinking skills of students in each educational unit, including primary school, secondary schools, and high school; 2) the use of STEM-PjBL can help students improve their mathematical critical thinking skills; 3) interpretation, analysis, inference, evaluation, explanation, and self-regulation are among the indicators recommended for use as a reference for students' mathematical critical thinking skills.
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