Mathematical Critical Thinking Ability in Solving Open-Ended Questions Viewed from Students’ Curiosity

##plugins.themes.academic_pro.article.main##

Siti Atiatul Afifah
Arief Agoestanto

Abstract

The purpose of this study was to determine the effect of the level of curiosity on students' mathematical critical thinking abilities in solving open-ended problems and describe the students' mathematical critical thinking skills in solving open-ended problems in terms of students' level of curiosity. This study was a mixed-methods study with sequential explanatory design. The results showed that (1) there was a significant influence between students 'curiosity on students' mathematical critical thinking abilities in solving open-ended problems, and (2) subjects at high levels of curiosity tended to be able to all the sub-indicators of critical thinking skills. Subjects at a moderate level of curiosity tend to be less able to sub-indicators to use facts to be applied in concepts/formulas appropriately, draw initial conclusions in each step of completion, and work on problems with coherent steps. Subjects at a low level of curiosity tend to be unable to sub-indicators to use facts to be applied in concepts or formulas appropriately and tend to be less able to sub-indicators formulate problem questions, draw initial conclusions in each step of the solution, work on problems with coherent steps, and write down the steps to solve the problems that have been found.

##plugins.themes.academic_pro.article.details##

How to Cite
Afifah, S. A., & Agoestanto, A. (2020). Mathematical Critical Thinking Ability in Solving Open-Ended Questions Viewed from Students’ Curiosity. Unnes Journal of Mathematics Education, 9(1), 36-42. https://doi.org/10.15294/ujme.v9i1.38099

References

Agoestanto, A., Y.L. Sukestiyarno, Isnarto, Rochmad, & F.I. Permanawati. (2019). Kemampuan Menganalisis Argumen dalam Berpikir Kritis Ditinjau dari Rasa Ingin Tahu. PRISMA, Prosiding Seminar Nasional Matematika 2. Semarang: Universitas Negeri Semarang.
Ainia, Q., N. Kurniasih, & M. Sapti. (2012). Eksperimentasi Model Pembelajaran Auditory Intelectually Repetition (AIR) terhadap Prestasi Belajar Matematika Ditinjau dari Karakter Belajar Siswa Kelas VII SMP Negeri se-Kecamatan Kaligesing Tahun 2011/2012. PROSIDING.
Ainiyah, Q., H. Suyitno, & E.R. Winarti. (2018). Analisis Kemampuan Berpikir Kritis Matematis pada Pembelajaran PSPBL Berbantuan Smart Point Ditinjau dari Kemandirian Belajar. PRISMA, Prosiding Seminar Nasional Matematika.
Ariyani, R. (2014). Penanaman Karakter Peduli Lingkungan dan Disiplin Melalui Program Berjumpa (Bersih Jum’at Pagi). Naskah Publikasi.
Dinni, H. N. (2018). HOTS (High Order Thinking Skills) dan Kaitannya dengan Kemampuan Literasi Matematika. PRISMA, Prosiding Seminar Nasional Matematika.
Haghverdi, M., A.S. Semnani, & M. Seifi. (2011). The Examining Two Approaches for Facilitating the Process of Arithmetic Word Problems Solving. International Journal for Studies in Mathematics Education, 4(1).
Hidayat, S. (2016). Pengaruh Persepsi Siswa Tentang Keterampilan Mengajar Guru dan Rasa Ingin Tahu terhadap Prestasi Belajar. Jurnal Pendidikan Vokasional Teknik Mesin, 4(6).
Kowiyah. (2016). Peningkatan Kemampuan Berpikir Kritis dalam Pemecahan Masalah Matematis menggunakan Pendekatan Open Ended. Jurnal Inovasi Pendidikan Dasar, 1(2): 67-74.
Larasati, D., & E. Prihatnani. (2018). Pengembangan Media Championship Track Math untuk Pembelajarn SPLDV pada Jenjang SMP. Jurnal Mitra Pendidikan (JMP Online), 2(1).
Mcmahon, G.P. (2007). Getting the HOTS With What’s in the Box: Developing Higher Order Thinking Skills within a Technology-Rich Learning Environment. Thesis. Curtin University of Technology.
Nio,T.H., Y.L. Sukestiyarno, B. Waluya, Rochmad, Isnarto, & B. Manullang. (2017). Study On Critical Thinking Skills Basic Prospective Students Primary School Teacher. International Journal of Contemporary Applied Sciences, 4(1): 54-70.
OECD, O. (2018). Stat. Acesso em, 31.
Pasani, C.F. (2018). The use of Problem-Solving Method in The Teaching of Mathematics and Its Influence on Students’ Creativity. International Journal of Engineering Research and Technology, 3(11), 451-479.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 81A Tahun 2013 Tentang Implementasi Kurikulum Pedoman Umum Pelajaran (Minister of Education and Culture's Regulation Number 81A, 2013).
Prihartini, E., Lestari, P., & Saputri, S. A. (2016). Meningkatkan Kemampuan Berpikir Kritis Matematis Menggunakan Pendekatan Open Ended. PRISMA, Prosiding Seminar Nasional Matematika, 58-64.
Rasiman. (2013). Meningkatkan Kemampuan Berpikir Kritis Melalui Pembelajaran Matematika Dengan Pendekatan Matematika Realistik. AKSIOMA. Jurnal Matematika dan Pendidikan Matematika, 4(2).
Rochmad, M. Kharis, & A. Agoestanto. (2018). Keterkaitan Miskonsepsi dan Berpikir Aljabaris Mahasiswa S1 Pendidikan Matematika. PRISMA, Prosiding Seminar Nasional Matematika.
Setiawan, H. (2014). Soal Matematika dalam PISA Kaitannya dengan Literasi Matematika dan Keterampilan Berpikir Tingkat Tinggi. Prosiding Seminar Nasional.
Solehuzain & N.K. Dwidayati. (2017). Kemampuan Berpikir Kreatif dan Rasa Ingin Tahu pada Model Problem Based Learning dengan Masalah Open-Ended. Unnes Journal of Mathematics Education Research, 6(1).
National Center for Education Statistics. (2019). U.S. Department Of Education. Tersedia di https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019144 [diakses 24-05-2019].
Sukmawati, N.P.F., N.K. Suarni, & N.T. Renda. (2013). Hubungan antara Efikasi Diri dan Kebiasaan Belajar terhadap Prestasi Belajar Siswa Kelas V SDN di Kelurahan Kaliuntu Singaraja.
Syaban, M. (2004). Menggunakan Open-Ended Untuk Memotivasi Berpikir Matematika. Jurnal Pendidikan dan Budaya, 2(2).
TIMSS. (2015). Summary Report on the Achievement of the 4th and 8th Grade Students in Mathematics and Science.

Most read articles by the same author(s)

1 2 3 4 > >>