The Analysis of Students’ Critical Thinking Skills in Solving the Generalization Problem of Mathematics Series (original) (raw)
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One of the most important mathematical skills of the 21st century is critical thinking skills. In early 2020 the Indonesian education system implemented online learning due to Covid-19. This study aims to analyze the ability of mathematical critical thinking in solving sequence and series at the time of online learning application. This study uses a qualitative descriptive method with a population of all students in 12th grade on SMA Negeri 25 Garut. The sample was chosen based on purposive sampling, with the subject having studied the sequence and series materials and selected a class of 32 students as a research sample. The instrument used is a test with a description type. The data collection technique is done by providing questions online through a google form. The results showed the mathematical critical thinking skills of 12th-grade students on SMA Negeri 25 Garut in solving sequence and series materials were in the medium category with an average percentage of 56.92%.
Identification of Critical Thinking Process in Solving Mathematic Problems
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Critical thinking skills are very important in everyday life, because critical thinking skills can develop thinking skills, such as the ability to make decisions and solve problems. The purpose of this research is to describe the students' critical thinking process in solving math problems. Critical thinking process in this study refers to the four stages of gathering information, evaluates of information, making solution, and evaluates the Conclusions. In each stage covers various aspects that is at the stage of gathering information includes identifying all of the information, connect the relevant information, grouping information in accordance with sections each-each, and set goals that are asked in the problem based on the information. Stages of evaluates of information include Selecting all information is important, establishing the assumptions of the information in the problem, linking important matters of information based on assumptions and identifying possible strategies to solve the problem. The making solution stage involves predicting the completion steps that are from the information, and processing the completion steps, and establishing the completion result. Stages evaluates the conclusions include Establishing confidence of problem solving outcome, and clarifying problem solving results. This research is a qualitative case study strategy and research place in SMP Negeri 1 Gresik. The material used is a daily problem. To analyze the process of students' critical thinking in solving. The results show that the student performs the complete critical thinking process in solving the problem. But experiencing the error of selecting information caused in the processing of information S1 experiencing misunderstanding and recall the semantic memory. And S1 conducts critical thinking process through four stages: gathering information, evaluates of information, making solution, and evaluates the conclusions is complete but experiencing divided attention in setting assumption.
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.
Students’ critical thinking skills in making mathematical problems
Journal of Physics: Conference Series, 2019
Critical thinking is not only required in solving mathematical problems, but also in making problems. This qualitative descriptive study was aimed at tracing critical thinking skills of 25 students of elementary school teacher education program in the process of making mathematical problems. Students were given the task of making problems on the topic of the triangle. Furthermore, an interview was conducted to explore the process or reason for making the problems. The results of this study indicated that students had not been skilled at critical thinking in making problems. The activity of critical thinking in the process of making problems only included determining the focus of the problem and decision making. Nevertheless, the decision which was taken was not based on logical reasoning. The activity of examining the accuracy of supporting data and reflecting on problems had not been accomplished, so as to produce incorrect problems. Thus, critical thinking is of urgency to produce...
Analysis of Students' Critical Thinking Skills Based on Prior Knowledge Mathematics
EDUPEDIA Publisher, 2023
The development of critical thinking skills has emerged as a global concern in a variety of fields, including education. The purpose of this study was to share light on the connection between one's prior knowledge and the mathematical critical thinking skills via quantitative approach. Data was collected through the use of mathematical instruments, mathematical critical thinking tests, and daily test data for the prerequisite material based on the average student's performance. High school students in the eleventh grade constituted the study's population. The finding of the study indicated that there is positive connection between mathematical background knowledge and critical thinking abilities in that subject area. The study further indicated that the initial knowledge of the leaners needed to be revised extensively in order to be successful in the subsequent new concept. However, the researchers discovered that the number of students who fell into the high and medium categories of critical thinking skills were lower compared to the number of students who fell into the second category when it came to their initial mathematical abilities. Thus, there has been a rise in the proportion of students who scored poorly on tests of their ability to engage in critical thinking. It is recommended that better teaching and learning strategies should be incorporated to improve prior knowledge.
Critical Thinking Skill of High-Performance Mathematics Teacher in Solving Mathematical Problem
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This study aims to describe the critical thinking skill of high performance mathematics teacher in solving mathematical problems with the subject was a junior high school teacher who was awarded as a high performance teacher. Qualitative research method was used to reveal the critical thinking skill of a high performance mathematics teacher, data collection gathered through in-depth interviews based on mathematical problem solving tasks. The results indicate that critical thinking skill of high performance mathematics teacher in solving mathematics problem. In Focus, teacher mentioned the information asked in the problem and developed it to formulate problem solving planning. In Reason, teacher stated the idea of problem solving with relevant reason. In Inference, she checked how confident the reason is given to support the problem solving argument. In Situation, teacher understood important information and situations in the problem given. In Clarity, teacher explained the terms used in the argument correctly and provided another example of a case similar to the given problem. In Overview, she checked the compatibility between problem information, completion strategies, and final solutions. The high performance teacher have abilities of ideal critical thinker. From the results of study, it is expected a learning that facilitates critical thinking can be developed.
Developing Critical Thinking Skills of Students in Mathematics Learning
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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...
2019
This study aimed to determine students' critical thinking skills from aspects of strategy and tactics in solving mathematics problems. This study used a qualitative approach with descriptive methods. The subjects of this study consisted of 5 graduate students in Malang. The instrument used was a test of critical thinking skills from aspects of strategy and tactics and interviews. The results of the description and interview analysis showed that students' critical thinking skills in solving problems were low. For each indicator revealed high-level problems. Indicators of critical thinking skills formulated alternative solutions, used arguments, and it was re-examined by having relatively low.
The Teacher’s Critical Thinking Skills in Solving Mathematical Problems
2020
This study to describe the critical thinking skills of master students who are high school / high school / MA teachers being studied. This type of research is a descriptive study with a qualitative approach. Data was collected from the results of critical thinking skills tests and interviews. Furthermore, the data collected were analyzed based on indicators of critical thinking capacity determined by researchers which included interpretation, analysis, evaluation, inference and explanation. The subjects of this study were 2 people who were considered potential researchers to have critical thinking skills. This can be seen when attending lectures and observing learning in the classroom. Based on the results of the analysis of the results of interviews and interview results subject 1 has the capacity to think critically better than on subject 2. Subject 1 can achieve five indicators of capacity for critical thinking, while subject 2 only on 3 indicators: interpretation, analysis and e...
Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia, 2020
The research purpose is to identify student' critical thinking ability in problem solving based on their cognitive styles. The research subjects are two student who have reflective or impulsive cognitive style. The data were collected by giving cognitive style, mathematics ability, and problem solving tests, and interview. The research result showed that the reflective student has seven indicators of critical thinking ability; they are the ability to comprehend and express the meaning of information, distinguish relevant and irrelevant information, analyze the data, collect and organize information, find ways of completion, draw conclusions, and evaluate the completion. Based on the level of critical thinking, she is very critical. While impulsive student has four of the seven indicators of critical thinking ability, they are the ability to comprehend and express the meaning of information, distinguish relevant and irrelevant information, collect and organize information, and draw conclusions.