Proses Berpikir Kritis Siswa SMA dalam Pengajuan Soal Matematika Berdasarkan Tingkat Kemampuan Matematika

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kritis siswa SMA dalam pengajuan soal matematika berdasarkan tingkat kemampuan matematika yang terdiri atas kemampuan matematika tinggi, sedang dan rendah. Subjek penelitian adalah siswa kelas X dan berjumlah lima orang. Adapun hasil penelitian yang menggambarkan proses berpikir kritis siswa SMA dalam pengajuan soal berdasarkan tingkat kemampuan matematika sebagai berikut. 1) Siswa berkemampuan matematika tinggi kategori baik dalam pengajuan soal matematika memahami petunjuk dan informasi, menggunakan pengetahuan yang telah diperoleh sebelumnya sebagai sumber ide dan memiliki beberapa kriteria untuk membuat soal. 2) Siswa berkemampuan matematika sedang dengan kategori baik dalam pengajuan soal matematika memahami petunjuk dan informasi pada masalah terkait pengajuan soal, mengenali perintah dan mengidentifikasi asumsi-asumsi mendasar berupa apa yang diketahui pada informasi yang diberikan. 3) Siswa berkemampuan matematika rendah kategori kurang baik dalam pengajuan soal matematika memahami petunjuk dan informasi yang pada masalah terkait pengajuan soal. Mengacu pada hasil penelitian terlihat bahwa proses berpikir kritis siswa SMA dalam pengajuan soal matematika berdasarkan tingkat kemampuan matematika berbeda-beda.This study aims to describe Senior High School students critical thinking process in mathematics problem posing based on their mathematics ability level that is consisted of high, medium and low ability level. The subjects of this study is are five grade X students. The data were collected through semi-structured interview. This research then illustrates senior high school students critical thinking process in mathematic problem posing based on their mathematic ability level as follows: 1) The student have high mathematic ability in mathematic problem posing that might be categorized baik could understand the instruction and information, use her previous knowledge as the source of idea and having some criteria to make problems. 2) The student have medium mathematics ability in mathematics problem posing that might be categorized baik could understand the instruction and information related to problem posing, identify the instruction basic assumptions due to the knowledge she attained form given information. 3) The student have low mathematics ability in mathematics problem posing that might be categorized kurang baik could understand the instruction and information in mathematics problem posing. Referring to the research findings, it is known that senior high school students critical thinking process in mathematics posing problem is different based on their mathematic ability level.

Improving Critical Thinking Ability and Mathematical Disposition of High School Students Through Integrated Saintific Approach to Brain Based Learning

“…Ennis, Baron and Sternberg defines critical thinking as reflective thinking that is grounded and focused on establishing what to believe or what to do, while Langrehr stated that critical thinking is evaluative thinking involving the relevant criteria in accessing information along with accuracy, relevance, confidence , constancy, and bias (Sumarmo, 2015).Another opinion, Glaser (Permana & Sumarmo, 2007) states that Mathematical critical thinking contains abilities and dispositions combined with knowledge, mathematical reasoning abilities, and cognitive strategies that were previously used to generalize, prove, assess reflective mathematical situations'. In line with that, (Men, 2017) argues that critical thinking is reasonable and reflective thinking that is carried out systematically on all information or problems obtained so that it can make the right decisions. The purpose of critical thinking is to achieve deep understanding.…”

Proses Berpikir Kritis dan Kesalahan Peserta Didik Dalam Memecahkan Masalah Matematika Ditinjau dari Tipe Kepribadian Dominance-Influence

“…Hal tersebut disebabkan oleh strategi pembelajaran yang diterapkan belum mengembangkan berpikir tingkat tinggi. Mengevaluasi proses berpikir kritis peserta didik bukanlah hal mudah bagi pendidik (Men, 2017;Septyani & Siswono, 2018). Hal tersebut dikemukakan oleh Rasiman (2013) bahwa kenyataan di lapangan tidak mudah mengetahui proses berpikir kritis melalui pembelajaran matematika karena guru lebih fokus pada hasil belajar peserta didik.…”

Critical Thinking Profiles of Junior High School Students in Solving Plane Geometry Problems Based on Cognitive Style and Gender

“…In general, the profiles of students' critical thinking processes were different. Previous research has shown that there were differences in students' critical thinking processes in solving math problems [20], [21]. Of course, many factors influence these differences, including cognitive style and gender.…”