Problem-Based Learning for Critical Thinking Skills in Mathematics

Aini, Nur; Syafril, Syafrimen; Netriwati, N; Pahrudin, Agus; Rahayu, Titik; Puspasari, Vicka

doi:10.1088/1742-6596/1155/1/012026

Cited by 43 publications

(35 citation statements)

References 4 publications

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“…These results indicate that in general the tests given to students after using the developed teaching materials have a good influence on Mathematical Critical Thinking Skills. This result is in line with previous research which states that using problem-based learning can improve Mathematical Critical Thinking Skills (Afdareza et al 2020;Aini et al 2019;Mutakinati et al 2018;Syafril et al 2020;Yasin et al 2019), the STEM context used in mathematics learning can also improve Mathematical Critical Thinking Skills (Susandi et al 2018;Yasin et al 2019Yasin et al , 2020.…”

Section: Final Development Of Teaching Materialssupporting

confidence: 92%

STEM education at junior high school mathematics course for improving the mathematical critical thinking skills

Priatna

Lorenzia²,

Widodo

2020

Journal for the Education of Gifted Young Scientists

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The development of learning models based on integrated STEM lower secondary education projects has not yet been carried out. The integration of STEM into education is necessary because the high demand for human resources in 21st century STEM mastery-based learning provides space for students to choose activities to be carried out during learning, it also presents great opportunities for teachers to observe activity in developing student abilities. Quantitatively, an integrated project-based STEM learning model can improve students' critical thinking skills in mathematics in junior high school.In this regard, this study aims to develop project-based teaching materials that present mathematical topics combined with other STEM field teachers. The research method used is research and development. In this study only carried out at the stage of testing the validity of teaching materials that have been developed. Data collected during the study are material content validity evaluation sheets, advance validity, and construct validity, as well as conclusions on the feasibility of teaching materials. The data obtained were tested using Q-Cochran. The results showed that the integrated Project-Based Learning STEM teaching materials had passed the pace of development, an examination by judicial experts, and expert media testing to validate teaching materials. The validation results show that the face validity and the content validity of the teaching materials are valid and feasible. Then the results of construct validity are included in the validity of very good to very good. Then the validity of each item on the evaluation shows the high validity of the dominant values. It can be concluded from this study that the teaching materials developed have high flexibility, the instructions contained in the teaching materials are easily understood by students, and are suitable for use in a limited scope.

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Section: Final Development Of Teaching Materialssupporting

confidence: 92%

STEM education at junior high school mathematics course for improving the mathematical critical thinking skills

Priatna

Lorenzia²,

Widodo

2020

Journal for the Education of Gifted Young Scientists

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“…The present research showed that the critical thinking process was related to logical thinking patterns. Then, the ability to interpret the problems faced creating solutions (Aini et al, 2019). The difficulties in literacy skills were shown mainly in the process of understanding the problem.…”

Section: Discussionmentioning

confidence: 99%

The Characteristics of Mathematical Literacy Based on Students’ Executive Function

Kusuma¹,

Wardono²,

Cahyono³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">Literacy ability is an individual's ability to reason, formulate, solve, and interpret mathematically to solve problems related to daily life. Executive function is a cognitive aspect that has a relation with mathematical literacy. One of some aspects that affects the low mathematical literacy ability is the aspect of executive function. This study aims to investigate the characteristics of mathematical literacy based on the executive function aspects of 15 years old students. A qualitative method with a descriptive approach is employed in this study. The present research applies interview guidelines, questionnaires, and students' mathematical literacy tests as the instruments. Research subjects are junior high school students in grade VIII from two different schools. The result shows that the students' executive function influences mathematical literacy ability. Students' mathematical literacy ability is not fully achieved by fulfilling all the indicators involved. Another aspect found in the research is the low critical thinking ability impacts the achievement of mathematical literacy ability indicators.</p>

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“…The effectiveness of mathematics teaching also depends entirely on the willingness of teachers to make the learning environment more meaningful. In other words, the elements of CTS become the booster for mathematics teachers to implement teaching based on the content that has been embedded in the curriculum in order to develop critical and creative thinking abilities of students (Aini et al, 2019;Firdaus et al, 2015).…”

Section: Teacher's Readiness In Ctsmentioning

confidence: 99%

The Practice of Critical Thinking Skills in Teaching Mathematics: Teachers’ Perception and Readiness

Ismail

Muhammad

Omar

et al. 2022

Malaysian Journal of Learning and Instruction

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Purpose - This study was conducted to identify the relationship and influence of mathematics teachers’ perception and readiness on the practice of critical thinking skills (CTS) in implementing pedagogical processes in secondary schools. Methodology - Participants of the study consisted of 226 mathematics teachers who taught in three different secondary school categories, namely high performing schools (HPS), moderate performing schools (MPS) and low performing schools (LPS) throughout the state of Kelantan, Malaysia. The instrument used was adapted from Thurman (2009) to test the teachers’ perception of CTS, while the teachers’ readiness to apply CTS was adapted from Nagappan (2001) and Yusof and Ibrahim (2012). Besides, measurement of the teachers’ practice of CTS was adapted from Aldegether (2009), Barak and Shakhman (2008), and Shim and Walczak (2012). Findings - Teachers’ perception, readiness, and CTS practice in mathematics teaching were high in HPS but low in LPS. There was a strong positive relationship between teachers’ perception of CTS practice and teachers’ readiness to implement CTS practice in mathematics teaching. In addition, a total of 65 percent variance was contributed by both variables, namely teachers’ perception and teachers’ readiness for CTS practice in mathematics teaching, and this contribution was very high. Significance - The findings of the study also proved that the practice of CTS has improved the pedagogical quality of teachers, especially in meeting the needs of 21st century learning in the classroom. The emphasis on higher order thinking skills (HOTS) is a continuation of the excellence of teaching strategies through a variety of planned learning resources.

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Problem-Based Learning for Critical Thinking Skills in Mathematics

Cited by 43 publications

References 4 publications

STEM education at junior high school mathematics course for improving the mathematical critical thinking skills

STEM education at junior high school mathematics course for improving the mathematical critical thinking skills

The Characteristics of Mathematical Literacy Based on Students’ Executive Function

The Practice of Critical Thinking Skills in Teaching Mathematics: Teachers’ Perception and Readiness

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