STUDY ON LITERACY NUMERACY TOWARDS STUDENTS’ LOGIC MATHEMATICS: A LITERATURE REVIEW

Mathematics has an important role in the development of critical and logical thinking skills. However, the results of the PISA survey show that the mathematical literacy of students in Indonesia is still low. One approach that can be applied to improve critical thinking skills in mathematics learning is ethnomathematics. Ethnomathematics connects mathematical concepts with cultural elements, thus making learning more contextual and engaging. This study aims to analyze students' critical thinking skills in solving ethnomathematics problems. Based on the results of observations and interviews, it was found that most students still tend to memorize without understanding or critically analyzing information. The implementation of ethnomathematics in learning is expected to help students understand that mathematics is not only abstract but also related to daily life and culture. This study highlights the importance of the application of ethnomathematics in improving mathematical literacy and critical thinking of students, by taking the example of a tobacco warehouse in Jember Regency as one of the cultural objects that can be integrated in mathematics learning.

This research seeks to elucidate students' critical thinking abilities about comparable content. This study is descriptive in nature and employs a qualitative methodology. This study employs a case study methodology. The obtained data comprises critical thinking ability exam results, which include two problems and interviews. The obtained data is assessed according to the critical thinking skill indicators established by the researcher, which include: 1) investigating; 2) recognizing and justifying ideas; 3) generalizing; 4) clarifying and resolving. This research employs data analysis methodologies from Miles and Huberman, including data collection, data reduction, data presentation, and conclusion drawing/verification. The triangulation approach ensures the authenticity of the data used in this investigation. The data analysis findings categorize students' cognitive capacities into three groups: 11.11% (4 students) are classified as high, 27.78% (10 students) as medium, and 61.11% (22 students) as low. From the perspective of critical thinking capacity, 100% of students explored the topic, 55.56% identified and justified the notion, 16.67% generalized, and 11.11% clarified and resolved the issue. These findings demonstrate that students’ overall critical thinking abilities in solving similarity problems are still low, particularly in generalizing and resolving problems. The study contributes theoretically by reinforcing the significance of critical thinking in mathematics education, particularly geometry; methodologically by integrating test and interview data to analyze thinking processes; and practically by offering insights for teachers to develop instructional strategies that foster students' ability to think critically and solve problems effectively.

This study aims to determine the relationship between the skill of weaving various types of rattan woven motifs with the ability of mathematical logical thinking of students in schools around the Galmantro Rattan Tourism Village of Cirebon Regency. The method used is a quantitative research method with a One-Shot Case Study research design. Data collection techniques used in the form of observation, tests, and questionnaires. The results of this study are (1) during the training, the respondents felt interested in knowing how to weave and the types of woven motifs for rattan crafts because in reality the respondents had never tried directly to weave rattan woven motifs; (2) based on the correlation coefficient test between weaving skills and the mathematical logical thinking test the t and t_table test values are 7.711 more than 2.045, so that the two variables have a significant relationship with the relationship level of 0.599 in the medium category. Keywords: weaving skills, woven motifs, mathematical logical thinking

Objective: The benefits of computational thinking have become an increasingly acknowledged and popular subject of investigation among researchers. This research aims to gather detail and comprehensive information regarding the learning of computational thinking skills in mathematics at various educational levels through a systematic literature review approach. Methods: With a focus on education level, instructional media, mathematics content, and the components of computational thinking addressed by previous researchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of sixteen empirical studies retrieved from the Scopus database on the implementation of computational thinking in mathematics education. Findings: Most research on fostering computational thinking in mathematics education is concentrated at the elementary and junior high school. To optimize the development of computational thinking in mathematics, teachers should be reminded of strategies to support students, particularly through activities involving simulations using various instructional media. Examples of such media include programming platforms, visualization tools, and interactive simulations and games. Number operations and geometry are the mathematical content most widely used for fostering computational thinking. Algorithmic thinking, a crucial component in fostering computational thinking among elementary school students, helps them develop a strong foundation for understanding higher mathematical concepts. Conclusion: A systematic review of computational thinking in learning mathematics at the various education level is conducted in this study. The chosen studies were systematically analyzed for the advancement of computational thinking in learning mathematics to provide new an insight information for educators and stakeholders. Keywords: computational thinking, mathematics, systematic literature review. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp34-52

This article "Digital Educational Resources in the development of mathematical logical thinking in high school students" arises from the scientific problem: how do digital educational resources contribute in the development of mathematical logical thinking? The main objective is to analyze the importance of the contribution of digital educational resources in the development of mathematical logical thinking in high school students of the following educational institutions: Mariscal Sucre, Coronel Olmedo Alfaro and José María Velasco Ibarra. The research is descriptive with a mixed approach; for the development of the research techniques and instruments were used, where interviews and surveys were recorded, in addition, the difficulties presented by students in the development of mathematical logical thinking were detected, therefore, as an alternative solution to the problem, the guide of digital educational resources for strengthening skills in the subject of mathematics is presented.

The disposition of critical thinking is one of the predictors of the success of prospective mathematics teachers in accustoming their students to critical thinking and mathematical literacy in responding to mathematical problems. Therefore, it is necessary to conduct research that focuses on the critical thinking disposition of prospective mathematics teachers in designing learning, including assessment instruments. The research aims to describe the critical thinking disposition of prospective mathematics teachers in designing cognitive and psychomotor assessment instruments to familiarize junior high school students with critical thinking and mathematical literacy. It was qualitative in nature, with an exploratory, descriptive methodology with 16 mathematics education students in the fifth semester of the Universitas Jember as research subjects. All research subjects attended three lectures on Evaluation of Mathematics Teaching and Learning Outcomes by applying a collaborative learning model based on team projects. The research findings have indicated that prospective mathematics teachers have a critical thinking disposition in compiling a project on cognitive and psychomotor assessment instruments based on the junior high school students critical thinking and mathematical literacy. The components of the critical thinking disposition of prospective mathematics teachers that emerged during three times lectures were truth-seeking, open-mindedness, maturity, and curiosity. Prospective mathematics teachers collaborated and cared about each other with friends in completing projects.

Abstract: Math is able to train logical, analytical, systematic, critical, and creative thinking of students. Mathematical critical thinking ability is a capability that supports a variety of other mathematical thinking abilities. The students' critical thinking ability is also closely related to the personality or character of the student. Personality can affect how a person behaves, thinks, or interacts with around. The personality types discussed in this study are examined from four types of temperaments by the theories of Hippocrates and Galenus. This research includes the type of qualitative research that uses descriptive qualitative research methodology. This research will be conducted on the students of class XI MIA SMA Negeri 2 Kota Jambi. The thing described in this research is the students' mathematical critical thinking based on the dominant personality type on linear program solution. The results of personality tests of the instrument adapted from the patterns of personality by Lana Bateman found 40 dominant students that is the type of phlegmatic personality. Furthermore, based on sampling technique that is purposive sampling technique, 2 students are taken as research subjects ie phlegmatic students with the highest level of critical thinking ability called first phlegmatic students and phlegmatic students with the lowest level of critical thinking ability is called second phlegmatic student. From the results obtained can be concluded that the first phlegmatic students have the level of critical thinking skills are very critical and the second phlegmatic students have a critical level of critical thinking is not critical. This is inversely between the ability to think critically and the type of phlegmatic personality. The first phlegmatic student with enough phlegmatic category has critical critical mathematical thinking and the second phlegmatic student with very high / dominant phlegmatic category, critical critical thinking ability is not critical.Keywords: Mathematical Critical Thinking Ability, Four Temperament Types

Analytical thinking is a crucial cognitive skill in mathematics, enabling learners to effectively decompose complex problems, evaluate relevant evidence, and propose reliable solutions. Despite its significance in mathematical learning, research on analytical thinking in mathematics education remains limited. To address this gap, the present study employs a systematic literature review to comprehensively analyze the current state of research on analytical thinking in the field of mathematics and categorizes the existing literature based on its types and content. Following the PRISMA standards, the study selected 21 relevant articles from major databases such as Web of Science, Scopus, and Google Scholar. The results indicate that the types of research predominantly focus on qualitative studies and quantitative descriptive studies. The content of the research primarily spans five key themes: Instruction and Development of Thinking, Research on Thinking Processes, Assessment and Evaluation of Thinking, Research on Thinking Styles, and Interdisciplinary Research. This study addresses the lack of a systematic synthesis of analytical thinking research in mathematics education. Theoretically, it providing a structured framework for future research. Practically, it identifies effective teaching strategies, guiding educators in fostering analytical thinking and supporting curriculum development.

This study examines the background of problem-solving ability and creative attitudes among junior high school students, highlighting their importance in fostering innovation and critical thinking in mathematics education. The purpose of this study is to analyze the influence of problem-solving ability on students' creative attitudes. The classroom process is a learning process that develops local instructional theories for the material of systems of linear equations in two variables. The quantitative study aims to assess the influence of problem-solving ability on students' creative attitudes. This study involved 24 junior high school students in Medan as a sample. The instruments used were a validated problem-solving ability test and a validated creative attitude scale. The results showed that problem-solving ability has a significant positive effect on students' creative attitudes, with a regression coefficient of 0.951, indicating that greater problem-solving ability is associated with stronger creative attitudes. The coefficient of determination (R² = 0.597) indicates that 59.7% of the variation in students' creative attitudes is due to problem-solving ability. In contrast, friendship (40.3%) is due to other factors not examined in this study. These findings suggest that problem-solving ability is a key factor in developing creative attitudes. This study highlights the need to integrate problem-solving ability into the educational curriculum to foster students' creative attitudes. Future research should consider using a larger sample size.

Numeracy literacy is one of the essential skills developed in mathematics learning, as it supports critical thinking and problem-solving abilities in daily contexts. However, many students still struggle to apply mathematical symbols and strategies effectively. This study aims to analyse students’ numeracy literacy skills in solving systems of linear equations in two variables (SPLDV) by considering reflective and impulsive cognitive styles through the assimilation and accommodation framework. This research employed a qualitative descriptive approach with eighth-grade students at MTs N 2 Batang Hari as participants. Subjects were selected using the Matching Familiar Figures Test (MFFT) to identify reflective and impulsive cognitive styles. Data were collected through numeracy literacy test questions, think-aloud protocols, and semi-structured interviews. Students’ responses were analysed based on indicators of numeracy literacy and their cognitive processes of assimilation and accommodation. The findings indicate that reflective students (R1 and R2) could analyse information accurately, employ mathematical symbols appropriately, construct SPLDV models, and conclude solutions logically. They predominantly demonstrated assimilation processes, showing careful and systematic reasoning. In contrast, impulsive students (I1 and I2) could identify information but struggled to use symbols and formal methods, often relying on guessing strategies. Their responses reflected accommodation processes, with lower accuracy and incomplete reasoning. In conclusion, reflective students achieved proficient numeracy and literacy skills, while impulsive students remained at a basic level. These results highlight the importance of tailoring instructional strategies to students’ cognitive styles to strengthen numeracy literacy competencies.

BackgroundIn medicine, critical thinking is required for managing and tolerating medical uncertainty, as well as solving professional problems and treating diseases. However, the core of Confucianism, teacher-centered and exam-oriented settings in middle and high school education may pose challenges to developing critical thinking in Han Chinese or Taiwanese students. Students may be adversely affected by these pedagogies since student-centered settings were more effective in stimulating their critical and reflective thinking, as well as a sense of responsibility, in the ever-changing world. Therefore, guiding students with less stable foundations of critical thinking might require a different approach. A review article highlighted the potential utility of the Socratic method as a tool for teaching critical thinking in the healthcare field. The method involves posing a series of questions to students. More importantly, medical students and residents in clinical teaching are familiar with the method. Almost all healthcare students must complete a biochemistry laboratory course as part of their basic science training. Thus, we aimed to train students to develop critical thinking in the biochemistry laboratory course by using learning sheets and teacher guidance based on the Socratic method and questioning.MethodWe recruited second-year students from a medical school, of whom 32 had medical science and biotechnology majors (MSB), 27 had pharmaceutical science majors (PS), and 85 were medical undergraduate (MU) students. An exercise in critical thinking was conducted during a biochemistry laboratory course, which consisted of five different biochemical experiments, along with learning sheets that contained three or four critical thinking questions. Then, the teacher evaluated the students’ ability to think critically based on nine intellectual dimensions (clarity, accuracy, precision, relevance, depth, breadth, logic, fairness, and significance) based on the universal intellectual standards developed by Prof. Linda Elder and Richard Paul. In the following analysis, regression models and multivariate analysis were used to determine how students improved over time, and trajectory analysis were carried out in order to observe the trends in students’ critical thinking skills construction.ResultsClarity and logic dimensions were identified as the key elements to facilitate the development of critical thinking skills through learning sheets and teacher guidance in students across all three different healthcare majors. The results showed that metacognitive monitoring via Socratic questioning learning sheets have demonstrated potential encourage students to develop critical thinking skills in all dimensions. Another unique contribution of current study was present the heterogeneous learning patterns and progress trajectories of clarity and logic dimensions within classes.ConclusionUsing the Socratic learning model could effectively develop students’ critical thinking skills so they can more effectively care for their patients.

Purpose: This study aims to describe the critical thinking abilities of elementary school students with a field independent cognitive style and low self efficacy in mathematics problem solving. The study focuses on how students demonstrate critical thinking through clarification, strategy selection, and inference when addressing mathematical tasks. Method: A qualitative research approach was employed to gain an in-depth understanding of students thinking processes. The participants consisted of eight fifth grade students from SDN Ketintang II, selected through purposive sampling. Data were collected using the Group Embedded Figure Test (GEFT) to identify cognitive styles, self efficacy questionnaires to determine affective characteristics, critical thinking tests, and semi-structured interviews. The data were analyzed through qualitative procedures, including data reduction, data display, and conclusion drawing. To ensure data credibility, technique triangulation and time triangulation were applied. Findings: The findings reveal that students with a field-independent cognitive style and low self efficacy were able to meet the three critical thinking indicators used in this study. Students demonstrated the ability to identify relevant information during the clarification stage, select appropriate strategies for problem solving, and draw conclusions based on the information obtained. However, although these students tended to solve problems independently without seeking assistance from teachers or peers, they frequently expressed uncertainty regarding the accuracy of their answers, even when applying familiar solution strategies. Significance: This study provides insight into the interaction between cognitive style and self efficacy in shaping students’ critical thinking performance. The findings suggest that strong cognitive independence does not automatically lead to high confidence in problem solving, highlighting the importance of integrating affective support alongside cognitive strategy instruction in elementary mathematics learning.

The importance of computational thinking in the 21st century has been widely acknowledged, with its incorporation into school curricula around the world. However, there is no consensus on the content of computational thinking, which has led to a growing interest in the field. This has necessitated the need for review studies that are expected to provide a clear explanation of the literature and trends in the field. In this context, this study aimed to examine the studies on computational thinking in mathematics education in two dimensions. First, bibliometric analysis was used to provide a general framework of the field. To this end, the Web of Science database was searched, and 194 publications were included in the analysis. The 10 most cited articles were then selected from these publications and content analyzed in terms of their methodological approaches, aims, and results. Through these analyses, research trends were identified. The results of the bibliometric analysis revealed the most frequently used keywords, the most productive countries, the most influential authors, and articles. The results of the content analysis indicate that the most cited articles address the integration of computational thinking into mathematics education in theoretical and applied contexts. It is anticipated that the findings will inform future studies.

BackgroundProblem-based learning (PBL) is widely recognized as an effective method for enhancing critical thinking and communication skills in medical education. However, in first-year medical students, the specific and detailed effects have yet to be explored, especially across resource-rich and resource-limited educational settings.ObjectiveThe scoping review evaluates the effects of problem-based learning on the development of critical thinking and communication skills of first-year medical students and compares the effectiveness of the method in resource-rich and resource-limited environments.MethodsThis scoping review followed Arksey and O’Malley’s framework. A systematic search of the literature was conducted on Google Scholar, PubMed, and ProQuest for studies published between 2015 and 2024. Included studies were screened according to the defined criteria, and data were extracted on study characteristics, interventions, and outcomes measured.ResultsA total of eight studies were found that met inclusion criteria: only one among them exclusively studied first-year students. The results of this cross-sectional study (with a descriptive self-report questionnaire) found that first-year students have a positive attitude toward PBL since they reported the following: high engagement (97%) and improved teamwork (87%). The included studies reported that PBL was associated with perceived improvements in critical thinking and communication skills among undergraduate medical students in both resource-limited and resource-rich educational environment. There were methodological variations, and some regions were entirely unrepresented. All the reviewed studies were published in Asia, with no studies from Africa.ConclusionThe reviewed studies suggest that PBL may be associated with perceived improvements in critical thinking and communication skills; however, findings remain tentative due to methodological and contextual limitations.

El proyecto demostró la incidencia de la interactividad de las herramientas tecnológicas en el desarrollo del pensamiento lógico matemático en estudiantes de Educación Básica Secundaria grado séptimo. El objetivo era establecer la incidencia de la interactividad de herramientas tecnológicas en el desarrollo del pensamiento lógico matemático en estudiantes de educación Básica Secundaria. Con este fin la pregunta de investigación fue la siguiente: ¿Cómo la interactividad con herramientas tecnológicas promueve el pensamiento lógico matemático en los estudiantes de Educación Básica Secundaria grado séptimo de la Institución Educativa Normal Superior de Pitalito IENSP – Huila durante el periodo académico 2019-2020? Los individuos estudiados fueron 41 estudiantes entre los 11 y 13 años provenientes de estratos sociales 1 y 2 sin ninguna discapacidad o problema de aprendizaje. El tipo de investigación utilizada fue la cualitativa ya que interpreta observando y analizando la población de manera que contribuye al desarrollo de los procesos para obtener los resultados de la investigación mediante el enfoque investigación acción. Las técnicas que se utilizaron fueron: la observación con su instrumento la ficha de observación, la entrevista con su instrumento la guía de entrevista, la encuesta con su instrumento el cuestionario, las experiencias personales y la discusión en grupo.