Misconception as a critical and creative thinking inhibitor for mathematics education students

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

Rochmad Rochmad
Muhammad Kharis
Arief Agoestanto
Muhammad Zuhair Zahid
Mashuri Mashuri

Abstract

The accurate understanding of critical thinking and mathematical creativity in solving the current problem is still difficult to standardize. These two thinking skills are indispensable to anyone who is studying mathematics, especially for Undergraduate Mathematics students who are studying Linear Algebra. However, the difficulties in critical thinking discourage students to think creatively and mathematically. In linear algebraic subject matter, many problems require critical reasoning. It goes without saying that the difficulties in various reasoning aspects critically cause other difficulties in developing creative thinking aspects. Further, mathematical critical thinking skills in solving problems require a background in understanding the concepts related to the problem faced. In addition, the failure to understand and connect between concepts in solving linear algebra problems makes it worst and difficult to critically and creatively think.

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

How to Cite
Rochmad, R., Kharis, M., Agoestanto, A., Zahid, M. Z., & Mashuri, M. (2018). Misconception as a critical and creative thinking inhibitor for mathematics education students. Unnes Journal of Mathematics Education, 7(1), 57-62. https://doi.org/10.15294/ujme.v7i1.18078

References

Arends, R. I. (2008). Learning to Teach: Belajar untuk Mengajar. Yogyakarta: Pustaka Pelajar.
Carpenter, T. P., Fennema, E., Peterson, P. L., & Carey, D. A. (1988). Teachers' pedagogical content knowledge of students' problem solving in elementary arithmetic. Journal for research in mathematics education, 385-401.
Chan, S., Dixon, A. S., Sullivan, P. L., Tang, C., & Tiwari, A. (1999). Enhancing students’ critical-thinking through problem-based learning. In J. Marsh (Ed.), Implementing problem based learning project: Processing of the first Asia Pacific Conference on problem based learning, 75-86.
Consiglio, V. (2003). How do students learn best? Tersedia di http://www7.district125. k12.il.us/-~vconsigl/teacherpage/ResearchPaper.pdf.
Duron, R., Limbach, B., & Waugh. W., (2006). Critical Thinking Framework for Any Discipline. International Journal of Teaching and Learning in Higher Education, 17(2), 160-166.
Fascione, P. A. (2010). Critical Thinking: What It Is and Why It Counts. California: Measured Reasons and The California Academic Press, Millbrae, CA.
Luz, M. R., de Oliveira, G. A., de Sousa, C. R., & Da Poian, A. T. (2008). Glucose as the sole metabolic fuel: The possible influence of formal teaching on the establishment of a misconception about energy‐yielding metabolism among students from Rio de Janeiro, Brazil. Biochemistry and molecular biology education, 36(6), 407-416.
Nasution. (2000). Berbagai Pendekatan dalam Proses Belajar dan Mengajar. Jakarta: Bumi Aksara.
Ramirez, R. P. B., & Ganaden, M. S. (2010). Creative activities and students’ higher order thinking skills. Education quarterly, 66(1).
Recio, A. M., & Godino, J. D. (2001). Institutional and personal meanings of mathematical proof. Educational Studies in Mathematics, 48(1), 83-99.
Rochmad. (2010). Proses Berpikir Induktif dan Deduktif dalam Mempelajari Matematika. Jurnal Kreano, 1(2), 107-117.
Saurino, D. R. (2008). Concept Journaling to Increase Critical Thinking Dispositions and Problem Solving Skills in Adult Education. The Journal of Human Resource and Adult Learning, 4(1), 170-178.
Sharma, Y. (2014). The Effects of Strategy and Mathematics Anxiety on Mathematical Creativity of School Students. Mathematics Education, 9(1), 25-37.
Slavin, R. E. (2005). Cooperative Learning: Teori, Riset dan Praktik. Bandung: Nusa Media.
Smolleck, L. & Hershberger, V. (2011). Playing with Science: An Investigation of Young Children’s Science Conceptions and Misconceptions. Current Issues in Education, 14(1), 1-32.
Urban, K. K. (2005). Assessing Creativity: The Test For Creative Thinking–Drawing Production (TCT-DP). International Education Journal, 6(2), 272-280.
Winn, I. J. (2004). The high cost of uncritical teaching. Phi Delta Kappan, 85(7), 496.
Woolfolk, A., & Margetts, K. (2013). Educational psychology. Frenchs Forest: Pearson Education Australia
Zahid, M. Z., & Sujadi, I. (2017). Pembentukan Konsep Faktorisasi Aljabar Siswa Berkemampuan Tinggi. Kreano, Jurnal Matematika Kreatif-Inovatif, 8(1), 94-100.

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 9 10 > >>