Mathematical achievement and critical thinking skills in asynchronous discussion forums

Jacob, Seibu Mary

doi:10.1016/j.sbspro.2011.12.144

Cited by 51 publications

(38 citation statements)

References 12 publications

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“…While the collaborative activities can provide training to share ideas, communicate and convince others about mathematics problem solving strategies. Encouraging students for communication and interaction with other people is very important to build critical thinking skills (Abrami et al, 2008;Jacob, 2012). Next, through the presentation of assignments, students can practice and get used to speaking in public with confidence to communicate ideas (Arends, 2007).…”

Section: Mathematical Learning Module Based On Pblmentioning

confidence: 99%

“…Many researchers have shown that the development of critical thinking skills can improve mathematics achievement (NCTM, 2000;Silver & Kenney, 1995;Semerci, 2005;Jacob, 2012;Chukwuyenum, 2013). Similarly, critical thinking skills will encourage students to think independently and solve problems in school or in the context of everyday life (NCTM, 2000;Jacob, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Developing Critical Thinking Skills of Students in Mathematics Learning

et al. 2015

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Critical thinking skills should be part of student's learning and schools should be responsible to develop and evaluate critical thinking skills through teaching and learning process. This study aims to investigate the effects of mathematical learning modules based on PBL to critical thinking skills in mathematics at secondary school students in District of Bone. Assessment of critical thinking skills in non-routine mathematical problem solving includes three parts; namely the identification and interpretation of information, information analysis, and evaluation of evidence and arguments. This study involved a total of 68 students grade 12 science state secondary school (SMAN) in Bone District of South Sulawesi, Indonesia in academic year 2014-2015. The sample consists of 38 students in the city and 30 rural students. The design of the study was quasi experimental with one group pretest-posttest. The data was analysed using the inferential t-test with SPSS 20.0. Result of the study found that there are positive effects of the use of mathematical learning module based on PBL to enhance the ability of critical thinking skills in mathematics students in all three components, namely, identification and interpretation of information, information analysis, and evaluation of evidence and argument.

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Section: Mathematical Learning Module Based On Pblmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing Critical Thinking Skills of Students in Mathematics Learning

et al. 2015

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“…`The result of study shows that mathematical critical thinking skills (MCTS) development can enhance mathematics achievement (Jacob, 2012;Chukwuyenum, 2013). Similarly, critical thinking skills will encourage students to think independently and solve problem in school or in the context of everyday life (Jacob, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, critical thinking skills will encourage students to think independently and solve problem in school or in the context of everyday life (Jacob, 2012). Critical thinking is not limited to reflection, inference, and synthesis the information, enable individual to make reasonable assessment not only in class but in daily life (Beaumont, 2010).…”

Section: Introductionmentioning

confidence: 99%

Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students’ Mathematical Critical Thinking Skills

Runisah¹,

Herman²,

Dahlan³

2017

Int. J. Emerg. Math. Educ.

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AbstrakPenelitian ini bertujuan untuk mendeskripsikan peningkatan dan pencapaian kemampuan berpikir kritis matematis siswa yang menerima Learning Cycle 5E dengan teknik Metakognitif, Learning Cycle 5E, dan pembelajaran konvensional. Penelitian ini menggunakan metode eksperimen dengan desain kelompok kontrol pretest-posttest. Populasi adalah siswa SMP di Indramayu, Indonesia. Sampel terdiri dari tiga kelas siswa kelas VIII dari sekolah level tinggi dan tiga kelas dari sekolah level sedang. Hasil Penelitian mengungkapkan bahwa dilihat dari siswa secara keseluruhan, peningkatan dan pencapaian kemampuan berpikir kritis siswa yang menerima Learning Cycle 5E dengan teknik Metakognitif lebih baik dari siswa yang menerima Learning Cycle 5E dan pembelajaran konvensional. Kemampuan berpikir kritis matematis siswa yang menerima Learning Cycle 5E lebih baik dari siswa yang menerima pembelajaran konvensional. Tidak ada pengaruh interaksi antara model pembelajaran dan level sekolah terhadap peningkatan dan pencapaian kemampuan berpikir kritis matematis siswa. Kata Kunci: kemampuan berpikir kritis matematis, learning cycle 5E, teknik metakognitif AbstractThis study aims to describe enhancement and achievement of mathematical critical thinking skills of students who received the 5E Learning Cycle with Metacognitive technique, the 5E Learning Cycle, and conventional learning. This study use experimental method with pretest-posttest control group design. Population are junior high school students in Indramayu city, Indonesia. Sample are three classes of eighth grade students from high level school and three classes from medium level school. The study reveal that in terms of overall, mathematical critical thinking skills enhancement and achievement of students who received the 5E Learning Cycle with Metacognitive technique is better than students who received the 5E Learning Cycle and conventional learning. Mathematical critical thinking skills of students who received the 5E Learning Cycle is better than students who received conventional learning. There is no interaction effect between learning model and school level toward enhancement and achievement of students' mathematical critical thinking skills.

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“…Beberapa penelitian yang telah dilakukan menunjukkan bahwa pengembangan kemampuan berpikir kritis dapat meningkatkan prestasi matematika (Jacob, 2012;Chukwuyenum, 2013). Selain itu, penguasaan kemampuan berpikir kritis akan berimplikasi pada kemampuan menyelesaikan masalah secara efektif (Peter, 2012).…”

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Identifikasi Kemampuan Berpikir Kritis Matematis Mahasiswa Berkemampuan Pemecahan Masalah Level Rendah dalam Pembelajaran Kalkulus Integral Berbasis Problem Based Learning

Nursyahidah

Albab

2018

jel

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AbstrakPenelitian ini bertujuan untuk mendeskripsikan profil kemampuan berpikir kritis mahasiswa berkemampuan pemecahan masalah level rendah dalam menyelesaikan soal integral Riemann yang disusun berdasarkan indikator kemampuan berpikir kritis matematis. Penelitian ini merupakan penelitian deskriptif kualitatif dengan subjek penelitian adalah mahasiswa kelas IIE tahun pelajaran 2016/2017 Program Studi Pendidikan Matematika FPMIPATI UPGRIS yang sedang mengikuti mata kuliah Kalkulus Integral. Teknik pengumpulan data yang digunakan adalah teknik tes dan wawancara. Berdasarkan hasil penelitian diketahui bahwa profil berpikir kritis mahasiswa berkemampuan pemecahan masalah level rendah meliputi mampu merumuskan masalah dengan benar tetapi kurang lengkap, belum mampu menentukan fakta yang ada pada permasalahan dengan lengkap dan benar, belum mampu menggunakan bukti yang benar, belum mampu menarik kesimpulan sesuai fakta, belum mampu bertindak dengan memberikan penjelasan lanjut, serta belum mampu memadukan kecenderungan dan kemampuan dalam membuat keputusan. Kata kunci: kemampuan berpikir kritis matematis, pemecahan masalah matematis,problem based learning, kalkulus integral Abstract The aim of this research is to describe crithical thinking ability of the students with low problem solving ability in solving problem in Riemann Integral based on the criteria of critical thinking in problem based learning. This is qualitative research with the subject is the students in the class IIE of year 2016/2017 mathematics education departement of FPMIPATI UPGRIS who join the the Calculus Integral course. The data collection used is test and interview. Based on the result of this research can be known that profile of critical thinking ability with the low level of problem solving ability was can do basic clarification, can not do bases for a decision, can not do inference, can not do advance clarification, and can not do supposition and integration.

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Mathematical achievement and critical thinking skills in asynchronous discussion forums

Cited by 51 publications

References 12 publications

Developing Critical Thinking Skills of Students in Mathematics Learning

Developing Critical Thinking Skills of Students in Mathematics Learning

Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students’ Mathematical Critical Thinking Skills

Identifikasi Kemampuan Berpikir Kritis Matematis Mahasiswa Berkemampuan Pemecahan Masalah Level Rendah dalam Pembelajaran Kalkulus Integral Berbasis Problem Based Learning

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