CRITICAL THINKING SKILL THROUGH PROBLEM POSING POST-SOLUTION LEARNING: CUBE AND BAR TOPIC

Ni Made Intan Kertiyani1
1 (S.Pd) Universitas Pendidikan Indonesia, INDONESIA, intan.kertiyani@student.upi.edu

Abstract

According to data obtained from one of the mathematics teachers in one of the junior high schools in West Nusa Tenggara, Indonesia, the learning outcomes of students in grade VIII B were still below the minimum completion criteria set by the school. The observation which conducted in class VIII B indicated that students' critical thinking ability was still low. The purpose of this research was to analyze the effect of Problem Posing Post Solution on students' critical thinking ability on cube and bar's  theme through: analysis of student response in cycle I on each indicator of critical thinking ability used and analysis of student response on cycle II after the reflection from cycle I was implemented. The indicators of student's critical thinking ability which were used in this research were asking correctly, checking the validity of arguments or statements and identifying relevant and irrelevant data. This research was classroom action research within two cycles. The subjects of the research were students of class VIII B in school concerned consisting of 19 women and 7 men. Student response data for each indicator of critical thinking ability was obtained from student worksheet, observation, and interview. In this research, there was eight student group created from 26 students. The result of this research was 1) According to indicator asking correctly: there was an increasing number of groups that could make the problem which involving the overall situation given,  from two groups in cycle I to seven groups in cycle II; 2) according to indicator checking the validity of arguments or statements:  there was an increase in the number of groups that could identify errors in the process of solving problem from 0 groups in cycle I to 1 group on cycle II, 3) according to identifing relevant and irrelevant data in problem: in cycle I, student could just identify the problem has enough or fewer data to be able to solve, but in cycle II, student could identify the problem has enough, less, or exceed data to be able to solve. From students 'responses in each cycle showed that the implementation of  Problem Posing Post-Solution was able to improve students' critical thinking ability.

Keywords: critical thinking, problem posing post-solution, reasoning, cube and bar, classroom action research



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CITATION: Abstracts & Proceedings of INTCESS 2018- 5th International Conference on Education and Social Sciences, 5-7 February 2018- Istanbul, Turkey

ISBN: 978-605-82433-2-3