Student’s Critical Thinking Ability to Solve Problems HOTS in Regular, Acceleration, and Olympics Class Programs

Dwi Priyo Utomo, Aci Maria Jehaut Putri, Teguh Santoso

Abstract


Critical thinking skills are one of the main objectives of learning Mathematics. HOTS questions are needed so that students are familiar with international standard questions. This study aims to describe the mathematical critical thinking skills of students in the Regular, Accelerated, and Olympic class. Qualitative descriptive research approach with case study design. The subjects of this study were three students who came from different class programs. The research instruments used were tests and interviews. Data analysis used the following procedures: reduction data, data presentation, and conclusion drawing. The results showed that the Regular class students had 'low' critical thinking skills. Regular students are still confused about understanding the main idea of the problem, so the strategies used are not appropriate. Acceleration class students have 'good' critical thinking skills. Accelerated students can answer questions briefly and concisely, less thorough in drawing final conclusions. Olympiad class students have 'very good' critical thinking skills. Student answers are complete and clear. Olympiad class students understand the main purpose and objectives of the questions so that they lead to correct procedures and calculations.

Keywords


critical thinking ability, HOTS problems, regular, acceleration, olympics

Full Text:

PDF

References


Abdullah, A. H., Mokhtar, M., Halim, N. D. A., Ali, D. F., Tahir, L. M., & Kohar, U. H. A. (2017). Mathematics teachers ’level of knowledge and practice on the implementation of higher-order thinking skills (HOTS). Journal of Mathematics Science and Technology Education, 13(1), 3–17. https://doi.org/10.12973/eurasia.2017.00601a

Aizikovitsh-Udi, E., & Amit, M. (2011). Developing the skills of critical and creative thinking by probability teaching. Procedia - Social and Behavioral Sciences, 15, 1087–1091. https://doi.org/10.1016/j.sbspro.2011.03.243

Arviana, R., Irwan, & Dewi, M. P. (2018). Problem based learning in mathematics education and its effect on student’s critical thinking. Advanced Science Letters, 24(1), 1–3. https://doi.org/10.1166/asl.2018.11962

Budiman, A., & Jailani. (2014). Pengembangan instrumen asesmen higher order thinking skill (Hots) pada mata pelajaran matematika SMP kelas VIII semester 1. Jurnal Riset Pendidikan Matematika, 1(2), 139–151. https://doi.org/10.21831/jrpm.v1i2.2671

Chukwuyenum, A. N. (2013). Impact of critical thinking on performance in mathematics among senior secondary school students in lagos state. Journal of Research & Method in Education (IOSRJRME), 3(5), 18–25. https://doi.org/10.9790/7388-0351825

Defitriani, E. (2014). Profil berpikir kreatif siswa kelas akselerasi dalam memecahkan masalah matematika terbuka. Jurnal Ilmiah Matematika dan Pendidikan Matematika, 6(2), 65–76. https://doi.org/10.20884/1.jmp.2014.6.2.2905

Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a

Erdogan, F. (2020). The relationship between prospective middle school mathematics teachers ’ critical thinking skills and reflective thinking skills. Participatory Educational Research, 7(1), 220–241. https://doi.org/http://dx.doi.org/10.17275/per.20.13.7.1

Feriyanto, F., & Putri, R. O. . (2020). Developing mathematics module based on literacy and higher order thinking skills (HOTS) questions to train critical thinking ability of high school students in mojokerto. Journal of Physics: Conference Series, 1594(1), 1–7. https://doi.org/10.1088/1742-6596/1594/1/012014

Habiba, F. E., Sunardi, & Trapsilasiwi, D. (2015). Analisis keterampilan metakognisi berpikir kreatif dalam menyelesaikan masalah matematika pokok bahasan segiempat siswa kelas akselerasi di MTs negeri 2 jember. Jurnal Edukasi UNJEJ, 11(2), 16–21.

Harti, L. S., & Agoestanto, A. (2019). Analysis of algebraic thinking ability viewed from the mathematical critical thinking ability of junior high school students on problem based learning. Unnes Journal of Mathematics Education, 8(2), 119–127. https://doi.org/10.15294/ujme.v8i2.32060

Heong, Y. M., Othman, W. B., Yunos, J. B. M., & Kiong, T. T. (2011). The level of marzano HOTS among technical education students. International Journal of Social Science and Humanity, 1(2), 121–125.

Howard, L. W., Tang, T. L. P., & Jill Austin, M. (2015). Teaching critical thinking skills: ability, motivation, intervention, and the pygmalion effect. Journal of Business Ethics, 128(1), 133–147. https://doi.org/10.1007/s10551-014-2084-0

Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454.

Husna, N., & Ardiani, C. P. (2014). Perbandingan prestasi belajar siswa kelas akselerasi dengan kelas reguler di SMA negeri 3 Banda Aceh. Jurnal Genta Mulia, 5(2), 37–45.

Karim, A. F. R., Ibrahim, M. M., & Yusuf, N. (2018). Implementasi kurikulum diferensiasi pendidikan kewarganegaraan pada kelas akselerasi peserta didik cerdas inklusif MTsN ponorogo. Jurnal Civic Hukum, 3(2), 138–148.

Moreno, R. (2010). Educational psychology. New York: Wiley Global Education.

Rahma, U. (2017). Effectiveness of self-regulated learning training in order to enhance self-directed learning skill of acceleration students at MTsN malang. Global Journal of Business and Social Science Review, 5(3), 106–113.

Ramos, J. L. S., Dolipas, B. B., & Villamor, B. B. (2013). Higher order thinking skills and academic performance in physics of college students: a regression analysis. International Journal of Innovative Interdisciplinary Research, 4(4), 7–48.

Riadi, A., & Retnawati, H. (2014). Pengembangan perangkat pembelajaran untuk meningkatkan HOTS pada kompetensi bangun ruang sisi datar. PYTHAGORAS: Jurnal Pendidikan Matematika, 9(2), 126–135.

Rosmaiyadi. (2017). Analisis kemampuan berpikir kritis matematis siswa dalam learning cycle 7E berdasarkan gaya belajar. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 6(1), 12–19. https://doi.org/10.24127/ajpm.v6i1.722

Saido, G. M., Siraj, S., Nordin, A. B. Bin, & Al_Amedy, O. S. (2015). Higher order thinking skills among secondary school students in science learning. The Malaysian Online Journal of Educational Science, 3(3), 13–20. https://doi.org/10.1109/TAP.2018.2845550

Saparwadi, L., & Anita, Y. (2018). Perbedaan kemampuan pemecahan masalah matematika siswa akselerasi dengan siswa regular. UNION: Jurnal Ilmiah Pendidikan Matematika, 6(3), 349–358. https://doi.org/10.30738/union.v6i3.3087

Sapta, A., Pakpahan, S. P., & Sirait, S. (2019). Using the problem posing learning model based on open ended to improve mathematical critical thinking ability. Journal of Research in Mathematics Trends and Technology, 1(1), 13–17. https://doi.org/10.32734/jormtt.v1i1.752

Susanti, E., Kusumah, Y., Sabandar, J., & Darhim. (2014). Computer-assisted realistic mathematics education for enhancing students’ higher-order thinking skills. Journal of Education and Practice, 5(18), 51–59.

Tiruneh, D., Verburgh, A., & Elen, J. (2014). Effectiveness of critical thinking instruction in higher education: a systematic review of intervention studies. Higher Education Studies, 4(1), 1–17. https://doi.org/10.5539/hes.v4n1p1

Tsui, L. (2017). Fostering critical thinking through effective pedagogy. Journal of Higher Education, 73(6), 740–763. https://doi.org/10.1080/00221546.2002.11777179

Utomo, D. P. (2018). An analysis on creative thinking skill on algebra materials of students in regular, acceleration, and olympiad Classes. International Conference on Community Development, 231, 109–112.

Yunianti, A. L., & Budiani, M. S. (2016). Perbedaan kemampuan komunikasi interpersonal siswa kelas unggulan dan siswa reguler. Jurnal Psikologi Teori dan Terapan, 7(1), 62–70.




DOI: https://doi.org/10.24815/jdm.v9i1.23242

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Dwi Priyo Utomo

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.



Jurnal Didaktik Matematika

ISSN 2355 – 4185 (print) | 2548 – 8546 (online)

Published by:

Master Program of Mathematics Education incorporated with Himpunan Matematika Indonesia (Indonesian Mathematical Society/IndoMs)

Faculty of Teacher Training and Education

Universitas Syiah Kuala

Darussalam, Banda Aceh, Indonesia - 23111

Website : http://jurnal.unsyiah.ac.id/DM/ 
Email     : jurnal.jdm@unsyiah.ac.id 

Creative Commons License

Jurnal Didaktik Matematika by Program Studi Magister Pendidikan Matematika FKIP Universitas Syiah Kuala is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://jurnal.unsyiah.ac.id/DM