The Increasing of Student’s Mathematics Critical Thinking Ability Through Problem Based Learning

Abstract

Critical thinking is a part of higher order thinking ability that require students to develop the process of analyzing or evaluating information on a problem based on logical thinking to determine decissions. But the fact in learning mathemathics, this ability is still not developed well, so that the aplication of problem based learning is expected to be a solution to increase student's mathematics critical thinking ability. The purpose of this study is to identity the increasing of students' mathematics critical thinking ability as an impact of problem based learning approach. This study was an quasi experimental research. The population of this research is all students in Junior High School of Dwitunggal Tanjung Morawa. The students in VII-1 is choosen as the experimental class and students in VII-2 is choosen as the control class by purposive sampling technique. The data in this study were analyzed using Two Ways ANOVA. The result of this research are the increasing of student's mathematics critical thinking ability using problem based learning is higher than regular learning and there is no interaction between mathematics prerequsite ability and learning on student's mathematics critical thinking ability. Keywords-mathematics critical thinking ability, problem based learning.

The Effect of Problem-Based Learning Model on Mathematical Critical Thinking Skills of Junior High School Students: A Meta-Analysis Study

“…Furthermore, the journals analyzed are journals published in the last seven years, namely 2013-2020. The effect size of each journal is presented in Table 2 (Hakim et al, 2014) 0.570 moderate effect J03 (Sari et al, 2014) 2.729 high influence J04 (Arifin et al, 2015) 0.656 moderate effect J05 (Waspadany et al, 2016) 1.867 high influence J06 (Warmi, 2017) 1.302 very high effect J07 (Yanti & Prahmana, 2017) 0.611 moderate effect J08 (Ilham, 2018) 0.763 high effect J09 (Marinda et al, 2018) 1.686 high influence J10 (Noer & Gunowibowo, 2018) 0.458 moderate effect J11 (Islahuddin et al, 2019) 0.476 moderate effect J12 (Putri & Fauzan, 2019) 0.966 high effect J13 (Sari et al, 2019) 1.075 high effect J14 (Sirait, 2019) 1.348 very high effect J15 (Steven et al, 2019) 0.450 moderate effect Average effect size 1.041 high effect…”

“…Many primary studies have been carried out in Indonesia to assess the PBL model's effect on junior high school students' critical thinking skills. Previous studies revealed that the implementation of PBL could enhance junior high school students' critical thinking skills (Arifin et al, 2015;Hakim et al, 2014;Ilham, 2018;Islahuddin et al, 2018;Marinda et al, 2018;Noer & Gunowibowo, 2018;Nurafiah et al, 2013;Putri & Fauzan, 2019;Sari et al, 2014;Sari et al, 2019;Sirait, 2019;Steven et al, 2019;Susanti & Suwu, 2016;Warmi, 2017;Waspadany et al, 2016;Yanti & Prahmana, 2017). However, the findings of the various studies are inconsistent, and the results in these studies do not yet include the value of the effect size of the PBL on students' critical thinking skills.…”

Does Treatment Duration of Problem-Based Learning Moderate Heterogeneity of Students’ Mathematical Critical Thinking Skills? A Meta-Analysis

“…Some empirical studies, however, revealed that PBL had a modest positive effect on students' MCTS (Hendriana et al, 2013;Islahuddin et al, 2018;Ratnawati et al, 2020;Sunaryo, 2014;Widada et al, 2019). Moreover, other empirical studies revealed that PBL had a weak positive effect on students' MCTS (Arifin et al, 2020;Marinda et al, 2018;Sari et al, 2020;Sumarmo, 2012). These findings indicate that the effect of PBL on students' MCTS is heterogeneous.…”