Pengaruh geogebra online berbasis scaffolding dan tingkat self-regulated learning terhadap kemampuan berpikir kritis

Asih Miatun, Department of Mathematics Education, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia
Hikmatul Khusna, Department of Mathematics Education, Universitas Muhammadiyah Prof. DR. HAMKA, Indonesia

Abstract


Penelitian ini bertujuan untuk menguji (1) pengaruh pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding terhadap kemampuan berpikir kritis mahasiswa; (2) pengaruh tingkat Self-Regulated Learning (SRL) pada kemampuan berpikir kritis mahasiswa; dan (3) pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. Desain penelitian yang digunakan adalah quasi-experiment. Sampel penelitian adalah mahasiswa pendidikan matematika yang dipilih menggunakan teknik cluster random sampling. Kelompok eksperimen (n = 23) diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding, sedangkan kelompok kontrol (n = 23) diberi pembelajaran menggunakan Google Meet tanpa bantuan Geogebra online. Pengumpulan data menggunakan tes kemampuan berpikir kritis dan angket SRL. Teknik analisis data menggunakan ANOVA dua jalan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) kemam­puan berpikir kritis kelompok yang diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding lebih baik dibandingkan dengan kelompok kontrol; (2) terdapat perbedaan signifikan kemampuan berpikir kritis mahasiswa ditinjau dari tingkat SRL, dimana mahasiswa dengan SRL tinggi memiliki kemampuan berpikir kritis yang lebih baik daripada mahasiswa dengan SRL sedang dan rendah, serta mahasiswa dengan SRL sedang memiliki kemampuan berpikir kritis yang lebih baik daripada mahasiswa dengan SRL rendah; dan (3) tidak terdapat pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa.

 

The effect of geogebra online based on scaffolding and the level of self-regulated learning on critical thinking skills

Abstract

This study aimed to examine (1) the effect of learning using Google Meet with Geogebra online based on scaffolding on students’ critical thinking skills; (2) the effect of the level of Self-Regulated Learning (SRL) on students’ critical thinking skills; and (3) the effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills. The research design used was a quasi-experiment. The research sample was mathematics education students who were selected using the cluster random sampling technique. The experimental group (n = 23) was given learning using Google Meet with Geogebra online based on scaffolding, while the control group (n = 23) was given learning using Google Meet without the assistance of Geogebra online. Data collection used a critical thinking skills test and an SRL questionnaire. The data analysis technique used two-way ANOVA at a significance level of 5%. The results showed that (1) the critical thinking ability of the group given learning using Google Meet with Geogebra online based on scaffolding was better than the control group; (2) there was a significant difference in students’ critical thinking skills in terms of SRL level, where students with high SRL had better critical thinking skills than students with moderate and low SRL, and students with moderate SRL had better critical thinking skills than students with low SRL; and (3) there was no effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills.


Keywords


Kemampuan berpikir kritis; critical thinking skills; self-regulated learning; Geogebra; scaffolding

Full Text:

DOWNLOAD PDF

References


Aizikovitsh, E., & Amit, M. (2010). Evaluating an infusion approach to the teaching of critical thinking skills through mathematics. Procedia – Social and Behavioral Sciences, 2(2), 3818–3822. https://doi.org/10.1016/j.sbspro.2010.03.596

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

Aizikovitsh-udi, E., & Cheng, D. (2015). Developing critical thinking skills from dispositions to abilities: Mathematics education from early childhood to high. Creative Education, 6(4), 455–462. https://doi.org/10.4236/ce.2015.64045

As’ari, A. R., Mahmudi, A., & Nuerlaelah, E. (2017). Our prospective mathematic teachers are not critical thinkers yet. Journal on Mathematics Education, 8(2), 145–156. https://doi.org/10.22342/jme.8.2.3961.145-156

Bailin, S. (2002). Critical thinking and science education. Science and Education, 11(4), 361–375. https://doi.org/10.1023/A:1016042608621

Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: Introduction and review. ZDM – Mathematics Education, 47(7), 1047–1065. https://doi.org/10.1007/s11858-015-0738-8

Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers and Education, 70, 65–79. https://doi.org/10.1016/j.compedu.2013.08.003

Bell, C. V., & Pape, S. J. (2014). Scaffolding the development of self-regulated learning in mathematics classrooms: Results from an action research study examine the development of self-regulated learning behaviors in a seventh grade mathematics class. Middle School Journal, 45(4), 23–32. https://doi.org/10.1080/00940771.2014.11461893

Bikmaz, F. H., Çelebi, Ö., Ata, A., Özer, E., Soyak, Ö., & Reçber, H. (2010). Scaffolding strategies applied by student teachers to teach mathematics. The International Journal of Research in Teacher Education, 1(Special Issue), 25–36. http://ijrte.eab.org.tr/media/volume1/issue3/3f.hazir.pdf

Browne, L., Hough, M., & Schwab, K. (2009). Scaffolding: a promising approach to fostering critical thinking. SCHOLE: A Journal of Leisure Studies and Recreation Education, 24(1), 114–119. https://doi.org/10.1080/1937156x.2009.11949630

Budiyono, B. (2011). Pengantar penilaian hasil belajar. UNS Press.

Cherubini, L. (2009). Exploring prospective teachers’ critical thinking: Case-based pedagogy and the standards of professional practice. Teaching and Teacher Education, 25(2), 228–234. https://doi.org/10.1016/j.tate.2008.10.007

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, 3(5), 18–25.

Darr, C., & Fisher, J. (2005). Self-regulated learning in mathematics classes. Set: Research Information for Teachers, 2, 44–49. https://doi.org/10.18296/set.0631

Devolder, A., van Braak, J., & Tondeur, J. (2012). Supporting self-regulated learning in computer-based learning environments: Systematic review of effects of scaffolding in the domain of science education. Journal of Computer Assisted Learning, 28(6), 557–573. https://doi.org/10.1111/j.1365-2729.2011.00476.x

Dikovic, L. (2009). Implementing dynamic mathematics resources with geogebra at the college level. International Journal of Emerging Technologies in Learning, 4(3), 51–54. https://doi.org/10.3991/ijet.v4i3.784

Ekawati, A. (2016). Penggunaan software Geogebra dan microsoft mathematics dalam pembelajaran matematika. Math Didactic: Jurnal Pendidikan Matematika, 2(3), 148–153. https://doi.org/10.33654/math.v2i3.43

Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44–48. https://doi.org/10.3102/0034654310376953

Fong, C. J., Kim, Y., Davis, C. W., Hoang, T., & Kim, Y. W. (2017). A meta-analysis on critical thinking and community college student achievement. Thinking Skills and Creativity, 26, 71–83. https://doi.org/10.1016/j.tsc.2017.06.002

Ghanizadeh, A. (2011). An investigation into the relationship between self-regulation and critical thinking among Iranian EFL teachers. Technology of Education, 5(3), 213–221. http://jte.sru.ac.ir/article_292_00817d7decdf06118d88b083a2687ce9.pdf

Hidayati, D. W., & Kurniati, L. (2018). The influence of self regulated learning to mathematics critical thinking ability on 3D-shapes geometry learning using Geogebra. JIPM (Jurnal Ilmiah Pendidikan Matematika), 7(1), 40–48. https://doi.org/10.25273/jipm.v7i1.2965

Incikabi, L., Tuna, A., & Biber, A. C. (2013). An analysis of mathematics teacher candidates’ critical thinking dispositions and their logical thinking skills. Journal of International Education Research, 9(3), 257–267. https://doi.org/10.19030/jier.v9i3.7884

Jacob, S. M. (2012). Mathematical achievement and critical thinking skills in asynchronous discussion forums. Procedia – Social and Behavioral Sciences, 31, 800–804. https://doi.org/10.1016/j.sbspro.2011.12.144

Kim, K., Sharma, P., Land, S. M., & Furlong, K. P. (2013). Effects of active learning on enhancing student critical thinking in an undergraduate general science course. Innovative Higher Education, 38(3), 223–235. https://doi.org/10.1007/s10755-012-9236-x

Kramarski, B., & Revach, T. (2009). The challenge of self-regulated learning in mathematics teachers’ professional training. Educational Studies in Mathematics, 72(3), 379–399. https://doi.org/10.1007/s10649-009-9204-2

Kurniasih, A. W. (2012). Scaffolding sebagai alternatif upaya meningkatkan kemampuan berpikir kritis matematika. Kreano: Jurnal Matematika Kreatif-Inovatif, 3(2), 113–124. https://doi.org/10.15294/kreano.v3i2.2871

Maričić, S., & Špijunović, K. (2015). Developing critical thinking in elementary mathematics education through a suitable selection of content and overall student performance. Procedia – Social and Behavioral Sciences, 180, 653–659. https://doi.org/10.1016/j.sbspro.2015.02.174

Miatun, A., & Khusna, H. (2020). Kemampuan berpikir kritis matematis berdasarkan disposisi matematis. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(2), 269–278. https://doi.org/10.1017/CBO9781107415324.004

Moschkovich, J. N. (2015). Scaffolding student participation in mathematical practices. ZDM – Mathematics Education, 47(7), 1067–1078. https://doi.org/10.1007/s11858-015-0730-3

Nursyahidah, F., & Albab, I. U. (2018). Identifikasi kemampuan berpikir kritis matematis mahasiswa berkemampuan pemecahan masalah level rendah dalam pembelajaran kalkulus integral berbasis problem based learning. Jurnal Elemen, 4(1), 34–49. https://doi.org/10.29408/jel.v4i1.513

OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en

Perry, N. E., Hutchinson, L., & Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning. International Journal of Educational Research, 37(2), 97–108. https://doi.org/10.1016/j.ijer.2007.11.010

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

Qohar, A., & Sumarmo, U. (2013). Improving mathematical communication ability and self regulation learning of yunior high students by using reciprocal teaching. Journal on Mathematics Education, 4(1), 59–74. https://doi.org/10.22342/jme.4.1.562.59-74

Quitadamo, I. J., Brahler, C. J., & Crouch, G. J. (2009). Peer-led team learning: A prospective method for increasing critical thinking in undergraduate science courses. Sciences Educator, 18(1), 29–39.

Riyadhotul, S., Suyitno, H., & Rosyida, I. (2019). Pentingnya literasi matematika dan berpikir kritis matematis dalam menghadapi abad ke-21. PRISMA: Prosiding Seminar Nasional Matematika, 2, 905–910. https://journal.unnes.ac.id/sju/index.php/prisma/article/download/29305/12924

Rochmad, R., Kharis, M., & Agoestanto, A. (2018). Keterkaitan miskonsepsi dan berpikir kritis aljabaris mahasiswa S1 pendidikan matematika. PRISMA, Prosiding Seminar Nasional Matematika, 1, 216–224. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/19577

Shadaan, P., & Eu, L. K. (2013). Effectiveness of using geogebra on students’ understanding in learning circles. Malaysia Online Journal of Educational Technology, 1(4), 1–11. http://www.mojet.net/articles/pdf/v01i04/v01i04-01.pdf

Shih, K. P., Chen, H. C., Chang, C. Y., & Kao, T. C. (2010). The development and implementation of scaffolding-based self-regulated learning system for e/m-learning. Educational Technology and Society, 13(1), 80–93. https://doi.org/10.1109/ITRE.2005.1503060

Smit, J., Van Eerde, H. A. A., & Bakker, A. (2013). A conceptualisation of whole-class scaffolding. British Educational Research Journal, 39(5), 817–834. https://doi.org/10.1002/berj.3007

Sulistiani, E., & Masrukan, M. (2017). Pentingnya berpikir kritis dalam pembelajaran matematika untuk menghadapi tantangan MEA PRISMA: Prosiding Seminar Nasional Matematika, 605–612. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/21554

Sumarmo, U. (2002). Kemandirian belajar: Apa, mengapa, dan bagaimana dikembangkan pada peserta didik. Makalah Disajikan pada Seminar Nasional FMIPA UNY 2002.

Sunaryo, Y., & Fatimah, A. T. (2019). Pendekatan kontekstual dengan scaffolding untuk meningkatkan kemampuan berpikir kritis matematis. JNPM (Jurnal Nasional Pendidikan Matematika), 3(1), 66–79. https://doi.org/10.33603/jnpm.v3i1.1468

Susilo, B. E., Darhim, D., & Prabawanto, S. (2019). Students critical thinking skills toward concepts differences in finding area of a plane region and definite integral. Unnes Journal of Mathematics Education, 8(1), 1–7. https://doi.org/10.15294/ujme.v8i1.29463

Terenzini, P. T., Springer, L., Pascarella, E. T., & Nora, A. (1995). Influences affecting the development of students’ critical thinking skills. Research in Higher Education, 36(1), 23–39. https://doi.org/10.1007/BF02207765

Velichová, D. (2011). Interactive maths with geogebra. International Journal of Emerging Technologies in Learning, 6(Special Issue.2), 31–35. https://doi.org/10.3991/ijet.v6iS1.1620

Vong, S. A., & Kaewurai, W. (2017). Instructional model development to enhance critical thinking and critical thinking teaching ability of trainee students at regional teaching training center in Takeo province, Cambodia. Kasetsart Journal of Social Sciences, 38(1), 88–95. https://doi.org/10.1016/j.kjss.2016.05.002

Vrieling, E., Stijnen, S., & Bastiaens, T. (2018). Successful learning: Balancing self-regulation with instructional planning. Teaching in Higher Education, 23(6), 685–700. https://doi.org/10.1080/13562517.2017.1414784

Zengin, Y. (2017). The effects of geogebra software on pre-service mathematics teachers’ attitudes and views toward proof and proving. International Journal of Mathematical Education in Science and Technology, 48(7), 1002–1022. https://doi.org/10.1080/0020739X.2017.1298855

Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284–290. https://doi.org/10.1037//0022-0663.80.3.284

Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51

Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encourage self regulated learning in the classroom. Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University. http://scholarscompass.vcu.edu/merc_pubs/18




DOI: https://doi.org/10.21831/pg.v15i2.34499

Refbacks

  • There are currently no refbacks.


PYTHAGORAS: Jurnal Matematika dan Pendidikan Matematika indexed by:


Creative Commons License Pythagoras is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/pythagoras.

All rights reserved p-ISSN: 1978-4538 | e-ISSN: 2527-421X

Visitor Number:

View Pythagoras Stats