Improving Mathematics Critical Thinking Ability and Self Regulated Learning Of High School Method Through IMPROVE Students (original) (raw)
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Indonesian Journal of Mathematics Education
This study aims to determine the effectiveness of the mathematics learning model to stimulate critical thinking on student mathematics learning outcomes compared to the direct learning model in class XII science students of senior high school in Pacitan. The type of research is quasi-experimental, with a population of all students of class XII IPA of SMA N 2 Pacitan. The sample consists of 28 students of class XII IPA-1 as an experimental class and class XII of IPA-2 of 28 students as a control class. The sampling technique was purposive random sampling. Data collection techniques using the test. The test is a student's initial ability test and a student's mathematics learning outcomes test. The analysis technique of the data used in this study is the t-test, while the analysis of prerequisite tests includes tests of normality and homogeneity tests. The results showed that mathematics learning using the mathematics learning model to stimulate critical thinking was more effec...
AKSIOMA: Jurnal Program Studi Pendidikan Matematika
Mathematical critical thinking skills is a person's capacity that includes a thought process that aims to obtain a rational thought to do something or believe what will be done. Many factors influence students' mathematical critical thinking skills, including intrapersonal intelligence and learning motivation. This research points to control the stimulate of intrapersonal intelligence and learning motivation on students' mathematical critical thinking skills. This study is quantitative research through an ex-post-facto approach. The population in this research is a class XI high school in the Sidrap district. The quantity of samples in this research was 85 students who were selected by the purposive sampling technique. The data collection technique in this study used an instrument consisting of (1) an intrapersonal intelligence questionnaire, (2) a learning motivation questionnaire, and (3) a mathematical critical thinking ability questionnaire. Analysis of the data used...
The European Journal of Educational Sciences, 2020
In this research, it was aimed to determine the relationship between critical thinking skills and mathematical problem solving achievements of the secondary education students. Descriptive screening model was determined as the method of the research. The study group of the research included totally 429 students chosen randomly among the secondary education students studying at the 5 th , 6 th and 7 th grades of state schools affiliated to Adana province Seyhan district National Education Directorate in 2018-2019 academic year. As data collection tools, "Critical Thinking Scale" developed by Görücü (2014) in accordance with the level of secondary education, and "Problem Solving Success Determination Test" developed by Kösece Loğoğlu (2016) were used. Data were analyzed in SPSS 22.0 statistical software. As a result of the analyses, it was determined that there was a positive significant relationship between "looking for the truth" and "communication" subdimensions of problem solving achievements and critical thing skills scale. In accordance with the results obtained from the study, considering the suggestions below was remarkable in terms of improving critical thinking skills and mathematical problem solving success of the secondary education students: The lessons should be lectured with activities related to getting the students acquire a critical point of view for solving the mathematical problems. The studies of establishing problems should also be carried out besides the studies of solving mathematical problems for the students. The teachers should primarily be individuals who can think critically for getting students acquire critical thinking skills, and necessary training should be provided for providing teachers to acquire this skill.
2021
The objective of this research is to analyze the twelfth graders' mathematics critical thinking skills using a mathematics learning model to stimulate fundamental critical thinking abilities of science courses in SMA Negeri, Pacitan Regency, East Java Province, Indonesia. This quasi-experimental research design was used in this study with one group posttest only design using multiple substantive posttests. The sample of 141 students from the total population of six public schools involving the twelfth graders of the natural sciences was selected through purposive sampling technique, data were taken through tests of students' critical thinking skills and interviews. The data analysis consists of five stages, namely an analysis of one sample t-test, an analysis of students' grades, an analysis of problem-solving stages, an analysis of critical thinking abilities indicators, and an analysis of mathematics critical thinking abilities indicators. The results showed (1) The re...
Developing Critical Thinking Skills of Students in Mathematics Learning
Journal of Education and Learning (EduLearn), 2015
Critical thinking skills should be owned by students. Therefore, schools should be responsible to develop and evaluate critical thinking skills through teaching and learning process in schools. This study aims to identify the effects of mathematical learning modules based on problem-based learning to critical thinking skills at secondary school students in District of Bone. Assessment of critical thinking skills in mathematical problem solving non-routine includes three parts; the identification and interpretation of information, information analysis, and evaluate of evidence and arguments. This study involved a total of 68 students grade 12 science state secondary school (SMAN) in Bone District of South Sulawesi, Indonesia in academic year 2014-2015. The sample consists of 38 students in the city and 30 rural students. The design of the study was quasi experimental one group pretest-posttest. The data was analysed using the inferential t-test with SPSS 20.0 for windows. The study...
The study considered critical thinking skills as predictors of students' achievement in Mathematics in the Cape Coast Metropolis. The population for this study consisted of all form two Senior High School students in the Cape Coast Metropolis. The design used for the study was expost-facto design. The research participants were two hundred and eight (208) Senior High School students. They were selected using simple random sampling technique for the three out of ten and proportionate sampling for the Senior High School students. Forty Mathematics multiple test items with four options were used for the data collection. Face and content validity of the Mathematics test items were established. The reliability coefficient of the mathematics instrument using KR20 was 0. 76. The data collected were analysed using standard multiple regression. Results showed that critical thinking skills (application, analysis, synthesis and evaluation) contribute significantly to students' achievement in Mathematics. But more significant among them was application while the evaluation was the least. Based on the findings the following recommendation was made, teachers should be encouraged to incorporate critical thinking skills during teaching and learning more especially the higher thinking skills.
Edutracks, 2022
Mathematics has a prominent position in modern education. The objective of the study was to analyse the relationship between critical thinking and Mathematical problem solving, abstract reasoning and mathematical problem solving, critical thinking and abstract reasoning. The research design is cross sectional in nature. The study has been carried out on representative sample of 330 secondary school students included 128 boys and 202 girls in Kozhikode district. Survey Method has been employed to collect data and the sample was selected by stratified sampling technique. The result reveals that there is a significant relationship between critical thinking and mathematical problem solving, abstract reasoning and mathematical problem solving, critical thinking and abstract reasoning. And also found that there is a significant difference between boys and girls in their critical thinking, abstract reasoning and mathematical problem solving.
Proceeding International Seminar on Mathematics, Science, and Computer Education (MSCEIS 2016), 2016
Critical thinking skills of mathematics students are still low. Teachers lack training critical thinking ability of students during learning. This study aims to examine differences influence learning model group investigation and conventional learning models to the critical thinking skills of mathematics students. The research design was pretest-posttest control group design. The study population was all students in grade X SMAN 3 Kendari comprising 9 parallel classes. Samples were taken by purposive sampling, such as taking two classes that have the mathematical ability and the variance is relatively the same. Both classes were then randomized to determine the experimental class (34 students) and control class (32 students). Data collected through the provision of critical thinking skills tests as essay test form. Data was analyzed by descriptive and inferential test using t test at the 0.05 significance level. The results showed that: (1) there is an effects of the application of learning model group investigation of the critical thinking skills of mathematics students with an average N-Gain of 0.55 (medium); (2) there is an effect of the application of conventional learning models to the critical thinking skills of mathematics students with an average N-Gain of 0.283 (low); and (3) application of the learning model group investigation is more influential than the application of conventional learning model to mathematics students' critical thinking skills.
Development of Critical Thinking Skill Instruments on Mathematical Learning High School
International Journal of Instruction, 2019
The purpose of this study is to develop instruments of critical thinking skills that meet the validity, reliability, and criteria for good items. This research includes development research which consists of the design and implementation stages. The analysis in the study used quantitative analysis with the Confirmatory Factor Analysis (CFA) Technique. The results showed that the value of t value> 1.96 (α <0.05) which means that each significant item measures critical thinking skills. The value of person reliability of 0.75 and item reliability of 0.94 means the consistency of the answers from the good subject. The quality of the items was analyzed using the QUEST program, indicating that the index estimates of the difficulty of the items ranged from-1.65 to 1.55 means that there is no problem that is too difficult or too easy, and is classified as a good item. MNSQ's INFIT value ranges from 0.86-1.14 which means that the items match the Rasch model. Outfit value for each item ranged from-1.2-1.7 (t ≤ 2.00) which means that all items were received.