Students’ Mathematical Critical Thinking Ability: Influenced by Edpuzzle Assisted Problem Based Learning (PBL) Model

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.

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.

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 of students to think critically in mathematics is is still low. The lack of learning tools that are considered to facilitate students' mathematical critical thinking skills is one of the cause it. The purpose of this study was to develop a mathematics learning tool with a quality problem-based learning (PBM) model to facilitate students' mathematical critical thinking skills. The learning tools developed consisted of a syllabus, lesson plans (RPP) and student worksheets (LKPD) on the matrix material for class X SMK. This research was a development research using the Borg and Gall model. The development consists of six stages, namely: 1) research and data collection; 2) planning; 3) development of the initial product draft; 4) initial field trials; 5) revised trial results; and 6) dissemination and implementation. The subject of this research trial was the students of SMK Nurul Falah Pekanbaru. The instrument used was validation instrument for the syllabus, lesson plans, and student worksheet. Based on the results of the validation data analysis, it shows that the learning tools developed were very valid. The results of the validation of the syllabus were 85.11; the average RPP score was 86.02; and the average LKPD score was 86.40. The average student response questionnaire to the initial field trial was 85.93 with the very practical category. The learning device developed was valid and practical for use by class X SMK students.

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.

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.

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 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 ability of grade VII students in mathematical critical thinking still needs to be improved so that a more effective learning approach is needed. The purpose of this study is to develop a teaching module to improve mathematical critical thinking skills based on Problem Based Learning (PBL). Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model is used as a research method in this study. The teaching module instrument was then validated by two experts. The results of the two validators showed that the developed teaching module was valid. Then the developed teaching module was tested on a small group of students to determine the readability and practicality of the teaching module. The results of the trial showed that the developed teaching module was practical. In other words, it shows that the developed Problem Based Learning (PBL)-based teaching module is able to improve students' mathematical critical thinking skills.

This research focuses on the differences in mathematical critical thinking skills between students who use differentiated learning strategies and those who use undifferentiated learning strategies. The methodology used in this research is experimental research using the nonequivalent posttest-only control group design. The participants of this study consisted of X-1 and X-3 students at SMA Negeri 1 Mantup with 30 students in each class. Each class was divided into 5 groups with the number of each group of 6 students. The data used in this study came from instruments in the form of a questionnaire that assessed students' learning styles in the experimental class, as well as a post-test that measured mathematical critical thinking skills. The posttest used consists of three essay questions covering 4 critical thinking indicators, namely interpreting, analyzing, evaluating, and inferring. The scores obtained by students will be assessed using the T test or independent samples T test. Based on the research findings, 3 learning style groups were obtained with 14 students of visual learning style, 8 students of auditorial learning style, and 8 students of kinesthetic learning style, respectively. For the post-test results of each class showed that there were differences in mathematical critical thinking skills between students who received differentiated learning and students who received undifferentiated learning with a t value of 2.781 exceeding the t table value of 2.001 which means there is an influence between differentiated learning on mathematical critical thinking skills.

Critical thinking skills are one of the important competencies of the 21st century that need to be developed through mathematics learning, especially in flat geometry, namely circles. One important indicator of critical thinking is analytical skills, namely the ability to analyze information, identify relationships between concepts, and draw rational conclusions. This study aims to describe students' mathematical critical thinking skills in the indicator of analysis in circles. The research used a descriptive quantitative approach with a sample of 31 eighth-grade students at a public junior high school in Padang City. The instrument consisted of one essay question that asked students to analyze two different arguments related to the concepts of diameter and chord, choose the correct argument, and provide logical reasons based on the concept of circles. Scoring was done using an analytical rubric with a score range of 0–5. The results showed that only 3.22% of students were able to analyze correctly with logical reasoning, 6.45% of students could choose the correct argument but without a conceptual explanation, 80.65% of students were unable to analyze correctly and tended to copy the arguments in the questions, and 9.68% of students did not provide answers. These findings indicate that students' mathematical critical thinking skills, particularly their ability to analyze circle-related material, are still low. This study emphasizes the importance of mastering basic concepts as a foundation for promoting critical analysis skills in mathematical problem solving.

<p style="text-align:justify">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 results of the one sample t-test show that the mathematics learning model is effective to stimulate critical thinking, which means that the application of the mathematics learning model is effective to stimulate critical thinking; (2) the overall grades of students that met the minimum mastery criteria; (3) the data analysis of eleven problem-solving stages proves that the criteria for critical thinking abilities are categorized as good and very good. The highest score indicator considers the principle and definition of transformation, while the lowest grade indicator is mainly concerned with the questions on right and coherent steps; (4) the critical thinking skills have seven indicators that highlight the criteria of students' critical thinking abilities categorized as good and very good. The indicators that get the highest score determine the definitions of terms, while the indicators of the lowest score determine the action; (5) the results of the analysis show indicators of mathematics critical thinking skills that have eight indicators. The criteria of students' critical thinking abilities met good and very good categories along with indicators with the highest value score by considering the definitions of terms, while the indicators of the lowest score deal with the habit of caution.</p>

Critical thinking ability is one of the higher order thinking skills. Students who have high critical thinking skills are expected to have the ability to analyze problems properly and precisely. The purpose of the present study was to find out the differences in students' mathematical critical thinking skills who received learning using the conceptual change approach and those who received conventional learning, namely the scientific approach. This study was conducted at a junior high school in South Tangerang City, Banten Province. The research method used was a quasi-experimental research design with a post test only control design. The research sample consisted of 70 students consisting of 37 students in the experiment group and 33 students in the control group selected by a cluster random sampling technique. Results indicate that students' mathematical critical thinking skills who learned with the conceptual change approach are higher than those of students who learned by the scientific approach. The critical thinking skills of students who received learning by the conceptual change approach were 72.64%, on the indicator of analyzing arguments, 67.23%, on the indicator of making conclusions, 84.46%, on evaluating, and 61.85% on solving problems

The purpose of this study was to determine the mathematical critical thinking ability of students who were taught using the Auditory Intellectually Repetition learning model was better than the mathematical critical thinking skills of students who were taught through a scientific learning approach. This study uses a quantitative approach and the type of research used is quasi-experimental research. The population in this study were 11th grade students of SMA Negeri 5 Simeulue Barat, the samples in this study were two classes selected using a nonprobability sampling technique of purposive sampling type, namely class 11 IPA-1 as an experimental class using the Auditory Intellectually Repetition model and class 11 IPA-2 as a control class using a scientific approach. The data processing technique uses SPSS version 25 with the results of the study showing that: the value of Sig (p-value) > 0.05), it is accepted that it is 0.629 in the experimental class and 0.273 in the control class so that the data has a normal distribution. The t-test analysis of students' mathematical critical thinking skills was obtained 0.001 < 0.05, then Ho was rejected and Ha was accepted. This means that the mathematical critical thinking ability of students who are taught with the Auditory Intellectually Repetition learning model is better than the mathematical critical thinking skills of students who are taught with a scientific learning approach.

This study aims to analyze students' critical thinking skills through the Google Sites Problem Based Learning (PBL) model, both from the aspect of classical completeness and its superiority compared to conventional models, as well as the effect of learning motivation on critical thinking skills. Research also describes students' critical thinking skills based on the level of learning motivation. The method used is a mixture with sequential explanatory design, where the quantitative approach uses the post-test only control group design. The research population is all students of class VIII of SMP Negeri 26 Semarang, with samples of class VIII A as an experimental and VIII B group as a control group. Research instruments in the form of a test of mathematical critical thinking skills, learning motivation questionnaires, and interviews, with data analysis using IBM SPSS 22. The results show that the PBL model assisted by Google Sites reaches classical completeness and is more effective than conventional models. Learning motivation has an influence of 38.5% on critical thinking skills. Further analysis shows that students with high motivation meet all indicators of critical thinking abilities, students with motivation are superior to indicators of interpretation, analysis, and evaluation, while students with low motivation are only superior to indicators of interpretation and analysis. This finding confirms that the PBL model assisted by Google Sites is effective in improving the ability of students' mathematical critical thinking, with learning motivation as one of the main supporting factors.