Cognitive Growth Learning Model to Improve the Students’ Critical Thinking Skills

Aprilia Nurul Chasanah(1*)

(1) Department of Mathematics Education, Universitas Tidar Magelang, INDONESIA
(*) Corresponding Author

Abstract

The ability to think critically and mathematically is strongly needed so that the students are able to face the challenges of 4.0 industrial revolution. By thinking critically, they are expected to be more adaptive in finding solutions to each problem. This study aims to identify the students' mathematical critical thinking skills in solving differential calculus problem solving based on some indicators of mathematical critical thinking skills in learning using cognitive growth model. This is a Classroom Action Research (CAR) which was caried out within four weeks in the odd semester of academic year 2018/2019. The subjects of this study were the first-year students of the Mathematics Education Program in one of higher education institutions in Magelang, Central Java who took the Differential Calculus course. Data collection techniques in this study were test, observation, and interviews. The test results were then analyzed quantitatively, and the indicators of critical thinking skills in each question were also described. Based on the results of the study, it can be shown that about 30% students who begin to think critically is initiated by achieving the indicator of analyzing the arguments. However, not all students who begin to think critically are also able to draw conclusions precisely through deductive and inductive reasoning. There are only five or 16.67% who have been able to draw conclusions correctly.

Keywords

Differential Calculus, Mathematical Skills, Critical Thinking Skills, Cognitive Growth Model

Full Text:

PDF

References

Aizikovitsh-Udi, E., & Cheng, D. (2015). Developing Critical Thinking Skills from Dispositions to Abilities: Mathematics Education from Early Childhood to High School. Creative Education, 06(04), 455–462. https://doi.org/10.4236/ce.2015.64045

Ben-chaim, D., Ron, S., & Zoller, U. (2000). The Disposition of Eleventh-Grade Science Students Toward Critical Thinking. 9(2), 149–150.

Chasanah, A. N. (2019). Pembelajaran Model Cognitive Growth Berbasis Scientific Approach untuk Meningkatkan Aktivitas dan Kemampuan. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 2(1).

Cheng, K. (2017). Advancing 21st Century Competencies in East Asian Education Systems Advancing 21st Century Competencies in East Asian Education Systems. (February).

Ennis, R. H. (1993). Critical Thinking Assesment. Journal Theory Into Practice, 32(3).

Facione, P. A. (2013). Critical Thinking : What It Is and Why It Counts. 1–28.

Joyce, B., & Weil, M. (2008). Models of Teaching (Eight). London: Allyn and Bacon.

Krulik, S., & Rudnick, J. A. (1995). The New Sourcebook for Teaching Reasoning and Problem Solving in Elementary Schoo (A. & Bacon, ed.). Boston.

Lai, E. R. (2011). Critical Thinking : A Literature Review Research Report. (June).

Liliasari. (2001). Model Pembelajaran IPA untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi Calon Guru sebagai Kecenderungan Baru pada Era Globalisasi. Jurnal Pengajaran MIPA UPI, 2(1), 54–66.

Lunenburg, F. C. (2011). Critical Thinking and Constructivism Techniques for Improving Student Achievement. 21(3), 1–9.

Palmer, S. M. (2007). Critical thinking dispositions of parttime faculty members teaching at the college level. ProQuest.

Perkins, C., & Murphy, E. (2006). Identifying and measuring individual engagement in critical thinking in online discussions : An exploratory case study Development of a model. 9, 298–307.

Safrida, L. N., Ambarwati, R., & Adawiyah, R. (2018). Analisis Kemampuan Berpikir Kritis Mahasiswa Program Studi Pendidikan Matematika. 6(April), 10–16.

Su, H. F. H., Ricci, F. A., & Mnatsakanian, M. (2016). Mathematical Teaching Strategies : Pathways to Critical Thinking and Metacognition Mathematical Teaching Strategies : Pathways to Critical Thinking and Metacognition. International Journal of Research in Education and Science, 2(1), 190–200.

Thompson, C. (2011). Critical Thinking across the Curriculum : Process over Output. 1(9), 1–7.

Zetriuslita, Ariawan, R., & Nufus, H. (2016). Analisis kemampuan berpikir kritis matematis mahasiswa dalam menyelesaikan soal uraian kalkulus integral berdasarkan level kemampuan mahasiswa. Infinity Jurnal Ilmiah Program Studi Matematika STKIP Siliwangi Bandung, 5(1), 56–65.

DOI: 10.23917/jramathedu.v4i2.8127

Article Metrics

Abstract view(s): 1207 time(s)
PDF: 996 time(s)

Refbacks

  • There are currently no refbacks.