Critical thinking skills are one of the four skills needed in the 21st century. Critical thinking skills are so important that they need to be taught and included in the school curriculum. This research aims to: (1) describe the critical thinking skills of junior high school students in solving mathematical problems and (2) identify the students' critical thinking components in the analysis, evaluation, inference, explanation, and self-regulation sub-skills. This is descriptive research with a qualitative approach. Data was collected through a test and interviews, triangulation accomplished by comparing between test and interviews. This research involved 24 subjects comprising 9 male students and 15 female students. The test used in this research consisted of 6 problems representing 6 sub-skills of critical thinking skills. The results of data collection were analyzed through data reduction, data display, and conclusion drawing. The research results showed that:(1) the critical thinking skills of junior high school students were in a low category;(2) the evaluation, analysis, and self-regulation sub-skills became the lowest critical thinking sub-skills mastered by the students compared to other critical thinking sub-skills.
Linear pattern is the primary material in learning number patterns in junior high schools, but there are still many students who fail to generalize the linear pattern. The students’ failure in generalizing the pattern occurred when the students ended to view the problems globally without breaking them into the constructors’ components such as the experience of field-dependent type students. For this reason, this study was carried out to explore the thinking process of students who fail and investigate the thinking processes of students who succeed in generalizing linear patterns. The results of this study provide an effective learning strategy solution for field-dependent students in generalizing linear patterns. This study employed a qualitative approach with a case study design to junior high school students. The results indicated that students in the field-dependent cognitive style looked at pattern questions represented in the form of geometric images globally without looking at the structure of the image. Two strategies for generalizing linear patterns used by field-dependent students were examined, namely recursive and different strategies.
One characteristic of a person having a critical thinking disposition is engaging in the activity with reflective skepticism. Skeptical attitudes can encourage a person to reflect so as to produce a correct conclusion and make the right decision. This article aims to determine: (1) the cause of students skeptic in dealing with illlogical mathematics problem and (2) the phase involved in skeptic and decision making on ill-logical mathematics problem. This research is a qualitative research with explorative descriptive research type. The subject of this study consisted of two students who were skeptical of ill-logical mathematics problem. The data were collected through a test, direct observation, and interview. The results of data collection were analyzed through data reduction stage, data presentation and conclusion of findings. The results of this study indicate that: (1) there are two causes of skepticism: (a) the presence of cognitive conflict and (b) the presence of two conflicting outcomes; (2) the phases involved in skepticism and decision making on the Ill-logical Mathematics problem from stimulus, skeptic, reflective, and decision making.
The purpose of this study to improve students mathematical reasoning with the application of teaching mathematics through problem solving. This models consist of four fase, that is: giving problems, investigation, presentation results, and evaluation results. Method of research is quasi experimental is implemented in class X-A SMA Al Muslimun Pelalawan Riau. Subject of this study were 19 students who divided into groups of 4-5 students with the capability of high, medium, and low. The instrument used was a test and observation. In the pretest result there were 10 students with sufficient reasoning and good criteria. While on the posttest there were 19 students with the criterion of mathematical reasoning is good. No students obtains criterion of mathematical reasoning is very good in two test.
Indonesia has changed the national assessment of school students from the national exam (NE) to the minimum competency assessment (MCA) in 2021. In the minimum competency assessment, one of the student's abilities measured is numeracy skills. So that the valid, practical, and effective assessment instruments that evaluate students' numeracy skills are needed. This study described the feasibility of developing a numeracy test instrument for minimum competency assessments and described students' numeracy abilities. This research was development research. This research involved junior high school students with different mathematical abilities. The data were analyzed descriptively by collecting observations, tests and document analysis. This study showed that the development of test instruments could be used as a reference to measure students' numeracy skills. The test instrument was categorized as very feasible, valid and practical. The test results indicated that there was a potential effect on students' numeracy skills. In solving numeracy test questions, the potential effect of the test instrument on numeracy skills was 75.69%, with the emerging mathematical understanding ability of 80.22%, the ability to apply mathematics in problem-solving by 74.94%, and mathematical reasoning ability of 71.93 %.
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