IDENTIFIKASI TINGKAT BERPIKIR KRITIS SISWA KELAS VIII SMPN 1 ARJOSARI PACITAN DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI KEMAMPUAN MATEMATIKA SISWA
Abstract: Education curriculum
said that mathematics needs to be given to all learners to equip learners with
the ability to think logically,analytical, systematic, critical, creative and
innovative. It mandated the importance of developing learner’s critical
thinking skills. In this case, the learner meant students. However, the ability
to solve a problem is a way of thinking that is still getting less attention in
formal education. Mostly, learning of mathematics is still relevant to
traditional learning strategy. This learning centered on teachers or also use
the learning model that did not emphasize critical thinking skills. Question
that is given to students limited to ordinary question, not a math problem
solving. It makes the students just to master the settlement technique that is
exemplified before and does not provide space for students to be creative and
improve their critical thinking skills. The purpose of this research was to
describe the level of student’s critical thinking in solving mathematical
problems based on student’s mathematical abilities.
This research is a descriptive qualitative research that done by class
VIII-B SMPN 1 ArjosariPacitan during July-August odd semester of academic year
2013/2014. This research subject is L.R.A. as the subject 1 (S1) for the high
mathematic ability, then A.M.P as a subject 2 (S2) for middle mathematic
ability and R.F.D.N be subject 3 (S3) for low mathematic ability. The research
instruments consisted of the mathematic ability test, math problem solving test
and interview guidance. Data collection techniques in this research was
conducted using a written test and interview method.
The results showed that high mathematic ability students are included in
the category of critical because it can meet the four indicators of critical
thinking level. Middle mathematics ability students are included in the
category of less critical because only meeting two indicators of critical
thinking level. Low math ability students are included in the category not
critical because no single indicator of critical thinking level which is
filled.
Penulis: Sidik Suwasono, Drs.
Ismail, M.Pd
Kode Jurnal: jpmatematikadd160195
