Critical Thinking Skill of High-Performance Mathematics Teacher in Solving Mathematical Problem

Abstract

This study aims to describe the critical thinking skill of high performance mathematics teacher in solving mathematical problems with the subject was a junior high school teacher who was awarded as a high performance teacher. Qualitative research method was used to reveal the critical thinking skill of a high performance mathematics teacher, data collection gathered through in-depth interviews based on mathematical problem solving tasks. The results indicate that critical thinking skill of high performance mathematics teacher in solving mathematics problem. In Focus, teacher mentioned the information asked in the problem and developed it to formulate problem solving planning. In Reason, teacher stated the idea of problem solving with relevant reason. In Inference, she checked how confident the reason is given to support the problem solving argument. In Situation, teacher understood important information and situations in the problem given. In Clarity, teacher explained the terms used in the argument correctly and provided another example of a case similar to the given problem. In Overview, she checked the compatibility between problem information, completion strategies, and final solutions. The high performance teacher have abilities of ideal critical thinker. From the results of study, it is expected a learning that facilitates critical thinking can be developed.

Critical Thinking of Prospective Teachers In Solving Math Problems In Terms of Learning Styles

“…Cahyono et al, 2019;Budi Cahyono, 2017;Fitriani et al, 2018;Shubina & Kulakli, 2019). Kemampuan berfikir kritis peserta didik dalam memecahkan masalah dipengaruhi oleh kemampuan matematika (Anjariyah et al, 2018;Jacob, 2012). Beberapa penelitian melalui indikator baru yang dibangun berupaya mendeskribsikan pemikiran kritis siswa dan menggunakannya dalam pelevelan (Paul & Elder, 2008;Rasiman, 2008).…”

Mathematics Identity of Prospective Mathematics Teachers: Content Analysis of Open-Ended Survey Questions

“…For example, there are still various problems related to critical thinking ability, mathematical anxiety, mathematics interest, negative self-perception, etc. For example, there are still errors in the critical thinking process in solving mathematical problems (Anjariyah et al, 2018). found that a significant negative impact on mathematics performance was caused by the prospective math teachers' high degree of male and female math anxiety.…”