Performance Analysis of Students Through Critical Thinking Ability Based on Mathematic Ability

Abstract

The standard of critical thinking in this study, namely: first, interpretation is on a problem can showing / writing what they know and what is asked about the problem correctly; second, analysis is the activity of identifying the relationship between statements, questions and concepts in a problem through making mathematical models and accompanied by the right reasons; third, evaluation is the right strategy in solving problems and fourth, conclusion is accuracy in drawing conclusions from what is asked. While the type of research used is descriptive qualitative type. The instruments used were interview guidelines and test questions. The interview used is a structured interview and the test used in the form of a math problem test with derived application material consisting of 3 problem descriptions with material that has been received by students. Student performance levels in this study are at the Apprentice level and the Novice level. The acquisition of data at the Apprentice level the average value is different, this is because the acquisition of data on each indicator is different overall. This is because the subject is not accustomed to or accustomed to working on open questions or also problem stories / problems. Student performance levels in this study are at the Apprentice level and the Novice level. The acquisition of data at the Apprentice level the average value is different, this is because the acquisition of data on each indicator is different overall. This is because the subject is not accustomed to or accustomed to working on open questions or also problem stories/problems.

Preservice Middle School Mathematics Teachers’ Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments

“…The results of the current study represented that the PMSMT could display flexibility, and form and use heuristic strategies based on the context and their geometric thinking. It was observed that they could produce problem solutions by flexibly and using and creating strategies effectively after the instructional sequence, Moreover, it can be stated that they could represent these behaviors and skills by developing their geometric thinking and creating problem solving strategies as encouraged in previous research (A'yun et al, 2021;Baist et al, 2019;Mulyatna et al, 2021). Also, it can be stated that the PMSMT became more successful geometry problem solvers by developing their flexibility.…”