Critical thinking skills (CTS) is the skill that students require to possess in the 21st century. Research related to students' CTS in Indonesia discusses how students' CTS, including discussing the factors that affect students' CTS. One of the factors that affect students' CTS is self-efficacy. This study will assess the literature using a systematic literature review on whether self-efficacy influences students' CTS. The literature criteria used in this study are the literature in the form of journal articles or conference proceedings indexed by Scopus, Sinta, or Google Scholar with a maximum publication year of the last five years (2017)(2018)(2019)(2020)(2021). The purpose of this study is to identify, assess, and make conclusions on the results of research that is relevant to the influence of self-efficacy toward students' CTS in mathematics. Based on the data analysis from the kinds of literature that have met the criteria and through the stage of quality assessment, self-efficacy influences students' CTS in mathematics. Doing this research can provide information about the influence of self-efficacy on the students' CTS and opportunities for research related to self-efficacy and CTS.
The Indonesian government made several policies to reduce the coronavirus spread, including in the education sector, by implementing online learning from home. This study aims to determine the mathematics teachers' perception of online learning implementation during COVID-19 related to its challenges and opportunities. The method used in this study was an exploratory method in which the researchers used the questionnaire to gather the information. A total of 65 mathematics teachers from various education levels around South Sumatra, Indonesia, became the respondents. Based on the analysis of 65 mathematics teachers' responses, more than half of the respondents used the WhatsApp platform to carry out online learning activities. In implementing online learning, there were some challenges faced by mathematics teachers, such as students who did not have the facilities required for online learning. Although teachers still faced challenges, the teacher stated that online learning provided opportunities for teachers to upgrade themselves and learn more about educational technology. Moreover, online learning provided opportunities for students to communicate with other students and teachers alike unlimited by time. This study could provide an overview and information related to challenges and opportunities in implementing online learning for mathematics, which can be used in online learning activities during the COVID-19 pandemic.
This study aims to reveal how students’ number sense is used for solving fraction problems using a descriptive qualitative study design. Nine seventh grade students in Palembang was involved in this study who were selected purposively. Data were collected using a constructed-response test and interview. In taking the test and interview, participants were accompanied by a teacher who taught at the school, considering that they did not hesitate to communicate with the teacher and participants had studied fractions with that teacher. The instrument in this study consisted of four number sense problems that were related to fractions. This study showed that all participants could only fulfil one number sense component, namely the number of operations. The students were capable of operating fractions, but they did not possess the conceptual understanding.
Critical thinking skills (CTS) is one of the required competencies in the 21st century. Using technology in this era is a common thing including in education. One of the learning methods assisted by technology is blended learning. In this study, the effectiveness of blended learning on students’ CTS will be analyzed. The method used in this study was a literature review. There were view steps to investigate the effectiveness of blended learning on students’ CTS namely providing the definition of blended learning, finding information about essential elements in blended learning, then synthesizing some previous studies on the implementation of the method to improve students’ CTS and connecting the studies with blended learning. Based on the literature review result, the implementation of blended learning in Mathematics had the potential to improve students’ CTS. This study could provide an overview of the problems and opportunities to implement blended learning in schools.
STEM education is one of the latest learning approaches, particularly in Indonesia. STEM integrates four scopes of studies including Science, Technology, Engineering, and Mathematics. STEM approach requires an appropriate learning model in order to achieve the effectiveness of learning objectives. Therefore, the aim of this study is to explore the effectiveness aspects of implementing PjBL learning model in STEM education. This study was conducted by analysing journals examined the effectiveness of the application of PjBL learning model in STEM education. The syntax in the PjBL which includes planning, creating, processing, and evaluating has similarities with the steps in implementing STEM learning. As a form of integration of the four fields of study or a combination of several fields, STEM learning was applied to overcome contextual problems through designing, executing (processing), and evaluating. The effectiveness of using the PjBL learning model in STEM education is generally supported by its characteristics. Based on the review of seven journals that link PjBL and STEM, it is known that PjBL is one of the learning models which is significantly appropriate to be implemented in STEM education to increase the effectiveness of this approach.
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