Development of E-Worksheets Using Contextual Teaching and Learning to Increase Students' Critical Mathematical Thinking

This study aims to determine the distribution of higher-order mathematical thinking skills of students of state senior high schools in Tasikmalaya City in the academic year 2018/2019, to find out whether there is a relationship between mathematical critical thinking abilities with students' mathematical creative thinking skills High School in Tasikmalaya City 2018/2019 academic year. This research is a type of descriptive research using quantitative descriptive methods. The population in this study were all students of Tasikmalaya City Senior High School in class X, class XI, and class XII, ranging in age from 16-18 years. The sampling technique in this study uses a probability sampling technique that is Proportionate Stratified Random Sampling, by taking 2 classes each school. The research instrument used in this study was a matter of high-level mathematical thinking ability tests which are slices of the cognitive dimension of Bloom's Taxonomy with the 2013 Curriculum Dimension dimension consisting of questions of critical and creative thinking skills. The results showed that the distribution of mathematical thinking ability levels in high school students in the City of Tasikmalaya academic year 2018/2019 as follows: a) mathematical HOTS ability with a very good category was obtained by 2 Schools or 20% of all High School Schools in Tasikmalaya City, the ability Mathematical HOTS with the good category is obtained by 7 Schools or 70% of all High Schools in Tasikmalaya City, Mathematical HOTS ability with a pretty good category is obtained by 1 School, namely SMAN J or 10% of all Public High Schools in Tasikmalaya City. There is a significant relationship between students' mathematical critical thinking skills with the mathematical creative thinking abilities of high school students in the City of Tasikmalaya 2018/2019 academic year. with the degree of correlation obtained a correlation coefficient of 0.283 or are in a low category. Keywords: Higher Order Mathematical Thinking Skills, mathematical critical thinking skills, mathematical creative thinking skills.

A person who can think critically in mathematics means having a high level of ability and is a fundamental ability that students must have to learn mathematics. The research aims to determine the influence of understanding the ARIAS model on students' critical thinking skills in terms of learning style. This type of research is quasi-experimental with a post-test nonequivalent control group design. The research population is a student majoring in mathematics education at Bina Bangsa University, then selected two classes as research subjects. The acquisition of data from mathematical critical thinking skills tests and learning style questionnaires was then processed with the ANOVA (Analysis of Variance) test. The results showed a significant difference in mathematical necessary thinking skills between students and ARIAS learning and ordinary learning and judging from students' learning styles. There was a substantial difference in mathematical critical thinking skills. Furthermore, it is known that there is an interaction between the type of learning and its learning style towards students' mathematical necessary thinking skills.

The purpose of this research was analyze students’ mathematical critical thinking skills using ECIRR strategy. The Reseacrh was conducted at one of Islamic schools in the city of Tangerang Selatan.. Method of the research used quasi experiment method with posttest-only control group design. The samples are 53 students, they are 26 students in experimental group and 27 student in control group that chosen by cluster sampling technique. The collecting data of students’ mathematical critical thinking skills used by test instrument. The result of this research shown that students’ mathematical critical thinking skills who are taught by ECIRR strategy is higher than students who are taught by conventional strategy. Means of mathematical critical thinking skills of students’ who are taught by ECIRR strategy had skill of analyze the argument amounting to 84.62, draw a conclusion amounting to 68.27, identify assumptions amounting to 73.08, and decide an action amounting to 40,38. As for students’ who are taught by conventional strategy had skill of analyze the argument amounting to 85.19, draw a conclusion amounting to 44.91, identify assumptions amounting to 24.07, and decide an action amounting to 23.15. The conclusion of this research that ECIRR strategy have a significant effect on students’ mathematical critical thinking skills.

Abstract: This research was conducted based on the low critical mathematical thinking skills of class IX students at MTs Negeri 3 Majalengka. Researchers chose problem based learning models with the help of monopoly games to overcome students' mathematical abilities. The aim of this research was to find out how it was implemented and whether there was an influence of the problem based learning models with the help of the monopoly game on students' mathematical critical thinking abilities. The type of research used was quantitative research using experimental methods. The population of this study was all class IX, totaling 155 students, with a sample of 19 students in class IX A, and 21 students in class IX B. Data collection methods were carried out by observation and tests. Data analysis techniques used normality tests, homogeneity tests, and t tests. Based on the results of the t test againstpost-test obtained a value of 0.000 < 0.05, then H1 accepted. So it cauld be concluded that there was an influence between the modelsproblem based learning with the help of the monopoly game on mathematical critical thinking skills.

The current problem is that students' critical thinking skills are relatively low. This low ability is because students memorize materials and formulas rather than understand concepts. In addition, students' mathematical critical thinking skills in analyzing a problem are relatively low. This study aimed to analyze the effect of using the PBL model assisted by Edpuzzleon on students' mathematical critical thinking skills. This study uses a quantitative method. The research design used is a post-test-only control. The sampling technique used was simple random sampling with 69 students. The data collection method uses a test. The data collection instrument uses a test instrument. Validity and reliability tests were carried out in data collection using WinSteps 3.73, and all instrument indicators were declared valid and reliable. Data analysis test on SPSS 26. The study showed that the effect size test was 1.06 with high criteria. The use of the PBL model with edpuzzle affects mathematical critical thinking skills. It is concluded that the PBL model with edpuzzle can improve mathematical critical thinking skills. This research implies that it can provide insight for teachers in treating students' critical thinking skills.

This study was motivated by the low level of students’ critical mathematical thinking skills in the topic of linear equations. The purpose of this research was to analyze the critical thinking abilities of eighth-grade students at SMP Negeri 1 Tapung Hulu. A descriptive research method was employed with a sample of 23 students. Data were collected through two essay-based test items developed based on four indicators of critical thinking: interpretation, analysis, evaluation, and inference. The results indicated that most students struggled to meet these indicators. The percentage of achievement for each indicator was as follows: interpretation (59.24%), analysis (48.91%), evaluation (43.48%), and inference (19.02%). The average critical thinking score was 42.66%, placing it in the very low category. These findings suggest that students’ critical mathematical thinking skills in solving linear equation problems remain underdeveloped. Therefore, it is necessary to implement learning strategies that foster critical thinking through contextual problem-solving activities.

This research is a quantitative research that aims to (1) examine the differences of students 'mathematical critical thinking ability in terms of self regulated learning which gain learning with metacognitive approach and students who only get ordinary learning (2) examine the influence of self regulated learning on students' mathematical critical thinking ability and (3) to describe students' mathematical critical thinking skills in terms of self regulated learning. Subjects in this research were students of class XI in MAN 1 Cimahi with the subject amounted to 64 students consisting of the control class and experimental class. Subjects were divided into three groups based on self-regulated learning level, specifically high level, medium level, and low level. Based on the results of the research, it’s found that (1) the ability of mathematical critical thinking in the experimental class is better than the mathematical critical thinking ability of the control class (2) the students' self-regulated learning of the experimental group positively influences the critical thinking skills of mathematics (3) The students of high level already able the indicators of critical thinking ability. The students of medium level are still experiencing errors in the algorithm resulting in incorrect results and conclusions. The Students of low level have not been able to meet the indicators of critical mathematical thinking ability.

The aim of the study was to determine the effect of Knisley’s mathematical model on students’ mathematical critical thinking skills based on gender. The research sample consisted of two classes in class 2018 in one of the PTS Cimahi. The research instrument was a test of mathematical critical thinking skills. The analysis technique uses ANAVA with IBM SPSS Statistics 24 application. Overall the results of this study are that there is no interaction seen between the learning model carried out with gender differences because there is still a mismatch between the interactions obtained by the significance value and the general average, especially those which indicate the average mathematical thinking ability of male students men who use the Knisley mathematical model are lower than male students who use the normal learning model and the average mathematical thinking ability of male students who use Knisley’s mathematical model is lower than female students.

The aim of this study is to determine the interaction between learning factors (CORE and conventional) and the initial mathematical skills factor (KAM) to increase mathematical critical thinking skills (KBKM) of students. The method used in this study was quasi-experimental with the non-equivalent group pretest-post design. The data analysis used was two-way ANAVA test. The results of the study are (1) There is no interaction between learning factors with KAM factors (2) the improvement students’ mathematical critical thinking skills in the CORE (connecting, organizing, reflecting, extending). learning group is higher than the conventional learning group for each KAM group (3) In both learning groups, the improvement of the students’ mathematical critical thinking skills in the upper KAM level is higher than the middle and lower KAM level and the improvement in the middle KAM level is higher than the lower KAM level.

The ability to think critically is one of the highest levels of ability. Developing critical thinking skills in students is still considered important to be improved in schools so that students are able and accustomed to facing various problems around it. This study aims to analyze the critical thinking skills of junior high school students who are in excellent classes and regular classes. This research was conducted in Bandung Barat. In this study students are given a test in the form of questions with critical thinking skills, the problem is used to compare between the superior class and ordinary class. Assessment of the problem using several factors of critical ability include 1) students can not understand the problem correctly, 2) students rush in doing the problem, 3) the students cannot choose the problem-solving strategy correctly and 4) the students work on the problem systematically. Then the matter of critical thinking skills of mathematics is analyzed using quasi-experimental research method to analyze students' critical thinking ability that influence learning result. This study shows the differences in critical thinking ability of junior high school students who are in excellent class and ordinary class. This study shows that superior classes are better in mathematical critical thinking ability than a regular class. The results of this study can add knowledge about critical thinking mathematics junior high school students who are in the class and ordinary class and used to facilitate for educational practitioners in the development of critical mathematical thinking skills.

This research aims to investigate the improvement of students' critical thinking skills and learning motivation using a problem-solving approach through Contextual Teaching and Learning (CTL) in the topic of statistics with the assistance of GeoGebra. This study employs a pre-experimental research design with a one-group pretest-posttest approach. The sample consists of one eighth-grade class in a public junior high school in Yogyakarta. Data collection techniques include pretests and posttests to measure students' critical thinking skills and a questionnaire to assess students' learning motivation. The paired sample t-test is utilized for data analysis. The results reveal an improvement in critical thinking skills, with an average pretest score of 49.33 and a posttest score of 85.00. Students' learning motivation also increased, with an average pretest score of 73.60 and a posttest score of 88.87. The t-test result shows a significance value of 0.000 < 0.05, indicating the rejection of the null hypothesis. This implies that there is a significant influence on students' critical thinking skills using a problem-solving approach through Contextual Teaching and Learning in the statistics subject, resulting in an enhancement of students' critical thinking skills

This study aims to determine the comparison between students' mathematical critical thinking skills taught with macromedia flash interactive learning media compared to PowerPoint media. This type of research is an experimental research. This research was conducted at SD Negeri 101788 Marindal I. The population in this study was students of SD Negeri 101788 Marindal I. While the samples in this study were 27 students in class IV/a and 27 students in class IV/b. The data collection in this study used a mathematical critical thinking ability test. The research hypotheses were tested using independent sample t-test data analysis techniques. The results showed that: (1) There was a significant difference between students' mathematical critical thinking skills taught with interactive learning media macromedia flash compared to powerpoint media (Fcount = 4.005; sig. = 0.004); and (2) The average mathematical critical thinking ability of students who are taught with interactive learning media macromedia flash is higher than the powerpoint media with a Mean Difference value of 7.40. In other words, it can be said that there is a significant effect of the application of interactive learning media macromedia flash on students' mathematical critical thinking skills.

هدف البحث الحالي إلى دراسة أثر مدخل التطبيقات العملية على تنمية التحصيل الدراسي، ومهارات التفکير الناقد لدى تلاميذ المرحلة الإعدادية، وتکونت عينة البحث من (80) تلميذ من تلاميذ الصف الأول الإعدادي بمدرستين من مدارس إدارة طلخا التعليمية، موزعين على مجموعتين إحداهما تجريبية، وعدد تلاميذ کلا منهما (40) تلميذ، ولتحقيق هدف البحث أعد الباحث ثلاثة اختبارات أحدهم لقياس التحصيل في وحدتي (الحدود والمقادير الجبرية، والهندسة والقياس)، وآخر لقياس مهارات التفکير الناقد العام، وثالث لقياس مهارات التفکير الناقد في الرياضيات، وتم تطبيق اختباري مهارات التفکير الناقد على مجموعتي البحث قبليا للتأکد من تکافؤ المجموعتين في إجراء عمليات التفکير الناقد، واستخدام مهاراته، کما تم التأکد من تکافؤ المجموعتين قبليا في الجانب التحصيلي من خلال حساب متوسط الدرجات التي حصل عليها التلاميذ في اختبار مادة الرياضيات للعام السابق، وتم تطبيق أدوات البحث الثلاث بعديا على تلاميذ المجموعتين للتأکد من أثر المدخل المقترح، وأسفرت النتائج التي تم الحصول عليها إلى الآتي: وجود أثر لمدخل التطبيقات العملية لمادة الرياضيات في تنمية التحصيل لدى تلاميذ الصف الأول الإعدادي. عدم وجود أثر لمدخل التطبيقات العملية التدريسي لمادة الرياضيات في تنمية مهارات التفکير الناقد العام – التي تم تحديدها - لدى تلاميذ الصف الأول الإعدادي، ووجود أثر في تنمية مهارة واحدة فقط هي: مهارة معرفة الافتراضات. وجود أثر لمدخل التطبيقات العملية التدريسي لمادة الرياضيات في تنمية مهارات التفکير الناقد في الرياضيات – التي تم تحديدها - لدى تلاميذ الصف الأول الإعدادي. وجود علاقة ارتباطية طردية (أو موجبة) دالة عند مستوى (05,0 αM)بين درجات تلاميذ المجموعة التجريبية في التطبيق البعدي لکل من اختباري مهارات التفکير الناقد العام، والخاص بالرياضيات. وفي ضوء تلک النتائج أوصى الباحث بضرورة استخدام مدخل التطبيقات العملية التدريسي کأحد المداخل الحيوية لتدريس مادة الرياضيات لما له من أثر إيجابي يدفع إلى إکساب التلاميذ مجموعة متنوعة من المعارف التي يمکنهم استخدامها في تنمية العديد من المهارات الحياتية، والمعاملات الرياضياتية. الکلمات المفتاحية: التطبيقات العملية، التحصيل، التفکير الناقد، التفکير الناقد العام، التفکير الناقد في الرياضيات. Abstract The objective of the current research aimed to investigate the practical applications’ impact of mathematics for the preparatory school’s pupils in developing the academic achievement level, and the critical thinking skills in the subject. The sample consisted of (80) male pupils in the first preparatory grade in two schools in Talkha Educational Administration. They were divided into two groups; the first is an experimental one includes (40) male pupils, and the control group includes (40) male pupils. The researcher prepared three tests to portray his view by convincing. One of them is to measure the degree of achievement in the units of (algebraic terms and expressions, geometry and measurement), the second is to measure the public critical thinking skills, and the final is to measure the critical thinking skills in mathematics. The critical thinking tests were applied upon the pupils of the two research groups, in advance to ascertain the equivalence of the two groups in the procedure of the processes of the critical thinking, and the use of its՚ skills and the ascertainment of the two research groups’ equivalence in the pre-post achievement of mathematics subject was obtained by calculating the average grades of the pupils in the achievement of mathematics subject in the previous year. The three research tools were applied upon the pupils of the two research groups post-test to verify the impact of the proposed teaching approach. The research’s results revealed the following: 1- The impact of the approach of practical applications of mathematics in developing the degree of achievement in mathematics subject in the first-grade preparatory school pupils. 2- There is no impact of the approach of practical applications of mathematics in the development of the specified public critical thinking skills for the first-grade preparatory school pupils, but this impact exists in one of these specified skills; which is the assumes recognizing. 3- The impact of the approach of practical applications of mathematics in the development of the specified critical thinking skills in mathematics for the first-grade preparatory school pupils. 4- There is a significant correlation (positive or direct) between the scores of the experimental group pupils in the post-application of both the public critical thinking skills test and the mathematical critical thinking skills test at the level of (α M 0.05). In light of these results, the researcher recommended the use of the practical application approach of teaching mathematics as one of the vital approaches of teaching mathematics because of its positive impact in providing pupils with different knowledge and in improving their use of many different skills. Keywords: practical applications, achievement, critical thinking, public critical thinking, critical thinking in mathematics.

This study aims to develop a elementary linear algebra textbook product using the Think Pair Share cooperative learning model in teaching students' critical thinking skills. The development of the textbook product uses the four-D model which includes the stages of definition, design, development and dissemination. The research instruments include validation sheets, practicality sheets, and critical thinking ability tests. The results of the study indicate that: 1) The validator's assessment of the textbook product in terms of format, language and content is within the valid criteria; 2) Students' responses in implementing the textbook during four meetings are within the practical criteria; 3) The textbook product developed is effective in improving students' mathematical critical thinking skills with moderate category effectiveness criteria. Thus, it can be concluded that the elementary linear algebra textbook product using the Think Pair Share cooperative learning model in teaching students' mathematical critical thinking skills meets good criteria as a textbook. Furthermore, the textbook developed is suitable for use in teaching students' mathematical critical thinking skills in elementary linear algebra courses at the Strata 1 higher education level.

This study aims to determine whether there is the influence of ARIAS model based on Two Stay Two Stray model to critical thinking ability mathematically. This research is Quasi-Experimental Design research. Hypothesis testing using variance analysis of two different cell roads Based on the test of cell variance analysis is not the same obtained that there is influence of ARIAS model based on Two Stay Two Stray to critical mathematical thinking ability and there is influence of cognitive style to critical thinking skill mathematically, where student with treatment of learning using integrated learning model ARIAS TSTS learning model on the ability of critical thinking is better than students with learning treatment using lecture methods in terms of each student's cognitive style. The students' mathematical critical thinking ability with independent field cognitive style is better than students with cognitive field dependent style. There is no interaction between learning and cognitive styles to critical mathematical thinking skills.