Prospective Mathematics Teachers’ Critical Thinking Processes in Dealing Truth-Seeking Problem with Contradictory Information

Wulan, Eka Resti; Ilmiyah, Nur Fadilatul

doi:10.2991/assehr.k.220403.013

Cited by 2 publications

(3 citation statements)

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“…Based on research by Umam and Susandi (2022), the problem clarification stage helps students think early and draws students' attention in order to find the right solution to the learning problem presented. The problem clarification stage, given a good stimulus, will make it easier for students to think about finding a solution (Solikah & Novita, 2022;Wulan & Ilmiyah, 2022). Students express their opinions to the instructor regarding the problem-solving solution at this stage of the problem clarification process.…”

Section: Discussionmentioning

confidence: 99%

Implementation of creative problem-solving model with RME approach on mathematics problem-solving ability

Rahmadi,

Wahyu,

Oktari

2024

jel

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This research is motivated by the low problem-solving ability of students caused by focusing on memorizing formulas when answering questions. Innovation is needed to overcome this, one of which is through the innovative implementation of the creative problem-solving model. This study aims to see the effect of students' problem-solving skills through implementing the creative problem-solving model with the RME approach. This study uses a type of quasi-experiment with a non-equivalent control group design in class 6 on the material of building space. The population was 73 students, with a sample of 40 students consisting of 20 experimental classes and 20 control classes with simple random sampling techniques. The ice instrument used is a description test with as many as four questions. The t-test results obtained are Sig. 0.001 with a t-count of 2.387. Based on the test results that have been carried out, there is a positive influence on the implementation of the creative problem-solving model with the RME approach on students' problem-solving skills, and there is an increase in students' problem-solving skills based on the pretest-posttest value of 31.6.

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Section: Discussionmentioning

confidence: 99%

Implementation of creative problem-solving model with RME approach on mathematics problem-solving ability

Rahmadi,

Wahyu,

Oktari

2024

jel

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“…Setiap individu memiliki kecenderungan yang berbeda-beda dalam membangun ide, dalam hal kebaharuan, kefasihan, dan fleksibilitasnya. Siswa dengan berbagai latar belakang kehidupan yang berbeda, pasti memiliki tingkat berpikir kreatif yang berbeda (Siswono, 2016) bahkan nuansa deskripsi kemampuan yang berbeda (Sari et al, 2017;Wulan & Ilmiyah, 2022).…”

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“…Penelitian telah banyak mengkaji tentang kemampuan berpikir kreatif siswa dalam proses pembelajaran (Fithri et al, 2021;Mahanal & Zubaidah, 2017;Meida et al, 2020;Nisrina et al, 2021;Nur et al, 2021;Suardipa, 2020;Windasari & Cholily, 2021) serta berpikir kreatif pemecahan masalah dari berbagai kemampuan matematika (Andiyana et al, 2018;Faelasofi, 2017;Ristontowi & Riwayati, 2020;Sari et al, 2017;Siswono, 2016;Tohir, 2019;Windasari & Cholily, 2021;Wulan & Ilmiyah, 2022). Aktivitas dan level metakognitif siswa ketika memecahkan masalah telah diteliti dari sisi capaian akademik (Ayazgök & Aslan, 2014;Pramono, 2017), gender (Al-Khayat, 2012, gaya kognitif (Zakiah, 2020), siswa berbakat (Mohammad et al, 2020), dan kegagalan siswa (Huda et al, 2018;.…”

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Analisis Keterampilan Berpikir Kreatif dan Level Metakognitif Siswa dalam Menyelesaikan Masalah HOTS

Wulan

Hada²,

Sari³

et al. 2022

Indiktika J. Inov. Pend. Mat.

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Berpikir kreatif merupakan salah satu bagian dari kompetensi dalam berpikir tingkat tinggi yang dibutuhkan pada abad 21 serta dapat ditinjau berdasarkan level metakognitif. Penelitian ini bertujuan untuk menganalisis keterampilan berpikir kreatif dan level metakognitif siswa terkait menyelesaikan masalah tipe HOTS (High Order Thinking Skills). Penelitian ini menggunakan pendekatan kualitatif dengan subjek penelitian yaitu enam siswa kelas VIII-H SMP Negeri 8 Kota Kediri. Instrumen yang digunakan berupa soal tes uraian dan pedoman wawancara. Temuan menunjukkan bahwa keterampilan berpikir kreatif siswa kemampuan tinggi pada soal HOTS lingkaran pada kategori sangat kreatif dan berada di level metakognitif 3 (strategic use). Keterampilan berpikir kreatif siswa kemampuan sedang pada soal HOTS lingkaran pada kategori cukup kreatif dan berada di level metakognitif 2 (aware use). Lebih lanjut, kemampuan berpikir kreatif siswa kemampuan rendah pada soal HOTS lingkaran pada kategori kurang kreatif dan berada di level 1 (tacit use).

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Prospective Mathematics Teachers’ Critical Thinking Processes in Dealing Truth-Seeking Problem with Contradictory Information

Cited by 2 publications

References 0 publications

Implementation of creative problem-solving model with RME approach on mathematics problem-solving ability

Implementation of creative problem-solving model with RME approach on mathematics problem-solving ability

Analisis Keterampilan Berpikir Kreatif dan Level Metakognitif Siswa dalam Menyelesaikan Masalah HOTS

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