ANALISIS PROSES BERPIKIR KRITIS MAHASISWA DALAM MATA KULIAH PERSAMAAN DIFERENSIAL DAN SCAFFOLDING-NYA

Alifiani Alifiani, Siti Nurul Hasana

Abstract


Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kritis mahasiswa dalam menentukan solusi dari persamaan diferensial. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif-eksploratif. Subjek penelitian terdiri dari 3 mahasiswa Pendidikan Matematika Universitas Islam Malang. Instrumen utama dalam penelitian ini adalah peneliti sendiri. Selain itu juga digunakan soal tes sebagai instrument penelitian.  Soal tes disesuaikan dengan indikator kemampuan berpikir kritis IDEAS (Identify, Define, Enumerate, Analyze, Scrutinize). Soal tes terdiri dari 3 soal yang diberikan secara bertahap. Hasil soal tes selanjutnya dianalisis dan dilakukan wawancara kepada subjek penelitian untuk mengetahui proses berpikir kritis mahasiswa saat mengerjakan soal tes. Pada soal tes pertama, subjek penelitian belum mampu berpikir kritis dengan baik karena tidak dapat memenuhi indikator IDEAS. Oleh karena itu, mahasiswa diberikan scaffolding guna mengembangkan kemampuan berpikir kritis yang diberikan. Scaffolding diberikan dalam bentuk social scaffolding berupa penerapan model pembelajaran DD/CT (Deep Dialogue/ Critical Thinking) dalam perkuliahan persamaan diferensial. Pada soal tes kedua, kemampuan berpikir kritis mahasiswa mulai berkembang namun tetap belum memenuhi indikator IDEAS sehingga diberikan social scaffolding kembali berupa penerapan model pembelajaran DD/CT dipadukan dengan  model pembelajaran kooperatif tipe TS-TS (Two Stay-Two Stray).

 

Abstract

This study aims to describe students' critical thinking processes in determining solutions to differential equations. This study uses a descriptive and explorative in a qualitative approach. The research subjects consisted of 3 Mathematics Education students at the University of Islam Malang. The main instrument in this study is the researchers themselves. In addition, test questions are also used as research instruments. Test questions are adapted to IDEAS (Identify, Define, Enumerate, Analyze, Scrutinize) critical thinking skills indicators. The test questions consist of 3 questions given in stages. The results of the test questions were then analyzed and interviewed to the subject of the study to find out the critical thinking process of students when working on test questions. In the first test question, the research subjects were not able to think critically well because they could not meet the IDEAS indicator. Therefore, students are given a scaffolding to develop the critical thinking skills provided. Scaffolding is given in the form of social scaffolding that is the application of the DD / CT (Deep Dialogue / Critical Thinking) learning model in lectures on differential equations. In the second test question, students' critical thinking skills began to develop but still did not meet the IDEAS indicator so that social scaffolding was again given in the form of the application of the DD / CT learning model combined with the TS-TS cooperative learning model (Two Stay-Two Stray).

 


Keywords


critical thinking process, IDEAS, social scaffolding

Full Text:

PDF

References


Bakir, S. (2015). Critical Thinking Disposition of Pre-service Teachers. Academic Journals, 10 (2): 225-233.

Baxter, J.A. & William, S. (2010). Social And Analytic Scaffolding In Middle School Mathematics: Managing The Dilemma Of Telling. Journal of Mathematics Teacher Education, 13: 7-26.

Chukwuyenum, A.N. (2013). Impact of Critical thinking on Performance in Mathematics among Senior Secondary School Students in Lagos State. IOSR Journal of Research & Method in Education (IOSR-JRME), 3(5):18-25.

Facione, P.A. (2013). Critical Thinking: What It Is and Why It Counts. (www.insightassessment.com, diakses tanggal 7 Februari 2018).

Husnaeni. (2016). The Enhancement of Mathematical Critical Thinking Ability of Aliyah Madrasas Student Model Using Gorontalo by Interactive Learning Setting Cooperative Model. Journal of Education and Practice, 7(8) : 159 -164.

Jacob, S.M. (2012). Mathematical Achievement and Critical Thinking Skills in Asynchronous Discussion Forums. Procedia - Social and Behavioral Sciences, 31: 800 – 804.

National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. Reston: The National Council of Teachers of Mathematics, Inc.

Rasiman, (2015). Leveling Of Critical Thinking Abilities Of Students Of

Mathematics Education In Mathematical Problem Solving. IndoMS-JME, 6(1): 40-52.

Su, H.F., Ricci, F.A., Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. Journal of Research in Education and Science (IJRES), 2 (1): 190-200.




DOI: http://dx.doi.org/10.33474/jpm.v6i1.3464

Refbacks

  • There are currently no refbacks.


Jurnal Pendidikan Matematika (JPM) is Indexed by:

    

 

 

 


Jurnal Pendidikan Matematika (JPM) is licensed under a Creative Commons Attribution 4.0 International License