Analisis kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa

Dafid Slamet Setiana; Riawan Yudi Purwoko

doi:10.21831/jrpm.v7i2.34290

Analisis kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa

Dafid Slamet Setiana, Program Studi Pendidikan Matematika, Universitas Sarjanawiyata Tamansiswa, Indonesia
Riawan Yudi Purwoko, Program Studi Pendidikan Matematika, Universitas Muhammadiyah Purworejo, Indonesia

10.21831/jrpm.v7i2.34290

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian adalah siswa kelas XII SMA Negeri Punung, Kabupaten Pacitan. Subjek penelitian sebanyak enam siswa dengan masing-masing dua siswa untuk gaya belajar visual, auditorial, dan kinestetik. Data penelitian diambil melalui angket gaya belajar, tes kemampuan berpikir kritis, dan wawancara. Data angket dianalisis untuk menentukan jenis gaya belajar siswa, sedangkan data hasil tes dianalisis berdasarkan aspek kemampuan berpikir kritis matematis yaitu FRISCO – Focus, Reason, Inference, Situation, Clarify, and Overview. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa pada masing-masing gaya belajar memiliki tingkatan yang berbeda. Siswa dengan gaya belajar visual memiliki kemampuan berpikir kritis pada kriteria sangat baik, siswa dengan gaya belajar auditorial memiliki kemampuan berpikir kritis pada kriteria cukup, sedangkan siswa dengan gaya belajar kinestetik memiliki kemampuan berpikir kritis pada kriteria baik. Namun demikian ketiganya mempunyai potensi kuat untuk mengembangkan kemampuan berpikir kritis dalam matematika melalui stimulasi dari guru.

Analysis of critical thinking skills in terms of students' mathematics learning styles

Abstract

This study aimed to describe critical thinking skills in terms of students’ mathematics learning styles. It was a qualitative descriptive study. The study subjects were twelfth-grade students of SMA Negeri Punung (Public Senior High School), Pacitan Regency, Indonesia. The subjects were six students, with two students each for visual, auditory, and kinesthetic learning styles. The data were taken through learning style questionnaires, critical thinking skills tests, and interviews. The questionnaire data were analyzed to determine the type of student learning style, while the test result data were analyzed based on aspects of mathematical critical thinking skills, namely FRISCO – Focus, Reason, Inference, Situation, Clarify, and Overview. The results showed that students’ critical thinking skills in each learning style had different levels. Students with visual learning styles have the critical thinking skills on very good criteria, students with auditory learning styles have the critical thinking skills on moderate criteria, while students with kinesthetic learning styles have the critical thinking skills on good criteria. However, all three have strong potential to develop critical thinking skills in mathematics through stimulation from the teacher.

Keywords

Berpikir kritis matematis; gaya belajar matematika; pembelajaran matematika; mathematical critical thinking; learning style of mathematics; mathematics learning

Full Text:

FULLTEXT PDF

References

Ahmadi, A., & Supriyono, W. (2013). Psikologi Belajar. Rineka Cipta.

Ahmatika, D. (2016). Peningkatan kemampuan berpikir kritis siswa dengan pendekatan inquiry/discovery. Euclid, 3(1), 394–403. https://doi.org/10.33603/e.v3i1.324

Bire, A. L., Geradus, U., & Bire, J. (2014). Pengaruh gaya belajar visual, auditorial, dan kinestetik terhadap prestasi belajar siswa. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 44(2), 168–174. https://doi.org/10.21831/jk.v44i2.5307

Chrisley, R. (1995). Quantum learning. New directions in cognitive science: Proceedings of the International Symposium, Saariselka (pp. 4–9).

Dalyono. (2007). Psikologi pendidikan. Rineka Cipta.

DePorter, B., & Hernacki, M. (2010). Quantum learning: Membiasakan belajar nyaman dan menyenangkan (A. Adburrahman, Trans). Kaifa. (Original work published 1992).

Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement. Prentice Hall.

Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179–186. https://doi.org/10.1080/00405849309543594

Facione, P. A. (1991). Using the California critical thinking skills test in research, evaluation, and assessment. California Academic Press.

Farib, P. M., Ikhsan, M., & Subianto, M. (2019). Proses berpikir kritis matematis siswa sekolah menengah pertama melalui discovery learning. Jurnal Riset Pendidikan Matematika, 6(1), 99–117. https://doi.org/10.21831/jrpm.v6i1.21396

Firdaus, N., & Rustina, R. (2019). Analisis kemampuan berpikir kritis matematis ditinjau dari gaya belajar. Prosiding Seminar Nasional & Call for Papers Program Studi Magister Pendidikan Matematika Universitas Siliwangi (pp. 432–437). http://jurnal.unsil.ac.id/index.php/sncp/article/download/1071/731

Fridanianti, A., Purwati, H., & Murtianto, Y. H. (2018). Analisis kemampuan berpikir kritis dalam menyelesaikan soal aljabar kelas VII SMP N 2 Pangkah ditinjau dari gaya kognitif reflektif dan kognitif impulsif. AKSIOMA: Jurnal Matematika Dan Pendidikan Matematika, 9(1), 11–20. https://doi.org/10.26877/aks.v9i1.2221

Ghofur, A., Nafisah, D., & Eryadini, N. (2016). Gaya belajar dan implikasinya terhadap kemampuan berfikir kritis mahasiswa. Journal An-Nafs: Kajian Penelitian Psikologi, 1(2), 166–184. https://doi.org/10.33367/psi.v1i2.285

Ghufron, M. N., & Risnawita, R. (2012). Gaya belajar kajian teoretik. Pustaka Pelajar.

Hasanudin, C., & Fitrianigsih, A. (2019). Analisis gaya belajar mahasiswa pada pembelajaran flipped classroom. Jurnal Pendidikan Edutama, 6(1), 31–36. https://doi.org/10.30734/jpe.v6i1.364

Hidayati, A. U. (2017). Melatih keterampilan berpikir tingkat tinggi dalam pembelajaran matematika pada siswa sekolah dasar. Terampil Jurnal Pendidikan dan Pembelajaran Dasar, 4(20), 143–156. https://doi.org/10.24042/terampil.v4i2.2222

Kivunja, C. (2015). Exploring the pedagogical meaning and implications of the 4cs “super skills” for the 21 century through Bruner’s 5E lenses of knowledge construction to improve pedagogies of the new learning paradigm. Creative Education. 6(2), 224–239. https://doi.org/10.4236/ce.2015.62021

Lambertus, L. (2009). Pentingnya melatih keterampilan berpikir kritis dalam pembelajaran matematika di SD. Forum Pendidikan, 28(2), 136–142.

Lehmann, T., & Ifenthaler, D. (2012). Influence of students’ learning styles on the effectiveness of instructional interventions. IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2012 (pp. 180–188). https://files.eric.ed.gov/fulltext/ED542718.pdf

Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 5–55.

Mulnix, J. W. (2012). Thinking critically about critical thinking. Educational Philosophy and Theory, 44(5), 464–479. https://doi.org/10.1111/j.1469-5812.2010.00673.x

Nurbaeti, N., Nuryanti, S., & Pursitasari, D. (2015). Hubungan gaya belajar dengan kemampuan berpikir kritis dan kemampuan kognitif siswa pada mata pelajaran kimia di kelas X SMKN 1 Bungku Tengah. E-Jurnal Mitra Sains, 3(2), 24–33. https://media.neliti.com/media/publications/153884-ID-hubungan-gaya-belajar-dengan-keterampila.pdf

Nuryanti, L., Zubaidah, S., & Diantoro, M. (2018). Analisis kemampuan berpikir kritis siswa SMP. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(2), 155–158. https://doi.org/10.17977/JPTPP.V3I2.10490

Papilaya, J. O., & Huliselan, N. (2016). Identifikasi gaya belajar mahasiswa. Jurnal Psikologi Undip, 15(1), 56–63. https://doi.org/10.14710/jpu.15.1.56-63

Partnership for 21st Century Learning (P21). (2015). P21 Framework definition. http://www.p21.org/our-work/p21-framework/P21_Framework_Definitions_New_Logo-2015.pdf

Peter, E. E. (2012). Critical thinking: Essence for teaching mathematics and mathematics problem solving skills. African Journal of Mathematics and Computer Science Research, 5(3), 39–43. https://doi.org/10.5897/ajmcsr11.161

Potter, M. L. (2010). From search to research: Developing critical thinking through web research skill. Microsoft Corporation.

Purwoko, R. Y. (2017). Urgensi pedagogical content knowledge dalam meningkatkan kualitas pembelajaran matematika. Jurnal Pendidikan Surya Edukasi, 3(2), 42–55. https://doi.org/10.37729/jpse.v3i2.4338

Purwoko, R. Y., Nugraheni, P., & Instanti, D. (2019). Implementation of pedagogical content knowledge model in mathematics learning for high school. Journal of Physics: Conference Series, 1254(1), 1–6. https://doi.org/10.1088/1742-6596/1254/1/012079

Reissman, R., Carideo, A., Liotta, D., Xavier, A., Rashid, S., & Huerta, I. (2015). 21st century real-world robotics. NYSUT’s Journal of Best Practices in Education, VIII, 40–49. https://www.nysut.org/~/media/files/nysut/resources/2015/april/edvoiceviii_final.pdf?la=en

Riyanto, Y. (2010). Paradigma baru pembelajaran. Prenada Media Grup.

Sari, A. K. (2014). Analisis karakteristik gaya belajar VAK (Visual, Auditorial, Kinestetik) mahasiswa pendidikan. Jurnal Ilmiah Edutic, 1(1), 1–12. https://journal.trunojoyo.ac.id/edutic/article/view/395

Setiana, D. S., Santosa, R. H., Izzaty, R. E., & Herawan, T. (2019). Developing mathematics learning tools to stimulate critical thinking. International Journal of Advanced Science and Technology, 128, 81–90. http://article.nadiapub.com/IJAST/Vol129/8.html

Setyaningsih, T. D., & Abadi, A. M. (2018). Keefektifan PBL seting kolaboratif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa. Jurnal Riset Pendidikan Matematika, 5(2), 190–200. https://doi.org/10.21831/jrpm.v5i2.11300

Su, H. F. H., Ricci, F. A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. International Journal of Research in Education and Science, 2(1), 190–200. https://doi.org/10.21890/ijres.57796

Sugiyono, P. D. (2016). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.

Sulistyowati, F., Kuncoro, K. S., Setiana, D. S., & Purwoko, R. Y. (2019). Solving high order thinking problem with a different way in trigonometry. Journal of Physics: Conference Series, 1315(1), 1–7. https://doi.org/10.1088/1742-6596/1315/1/012001

Wahyuni, Y. (2017). Identifikasi gaya belajar (visual, auditorial, kinestetik) mahasiswa pendidikan matematika universitas bung hatta. Jurnal Penelitian dan Pembelajaran Matematika, 10(2), 128–132. https://doi.org/10.30870/jppm.v10i2.2037

Widodo, S., Santia, I., & Jatmiko. (2019). Analisis kemampuan berpikir kritis mahasiswa pendidikan matematika pada pemecahan masalah analisis real. Jurnal Pendidikan Matematika Raflesia, 4(2), 1–14. https://doi.org/10.24127/ajpm.v8i2.1947

Zubaidah, S., & Corebima, A. D. (2011). Asesmen berpikir kritis terintegrasi tes essay. Symbion: Symposium on Biology Education (pp. 200–213).

DOI: https://doi.org/10.21831/jrpm.v7i2.34290