PENGARUH METODE PEMBELAJARAN PROBLEM POSING BERBANTUAN CABRI 3D TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR
Keywords:
Problem posing, Kemampuan berpikir kritis, Cabri 3DAbstract
Tujuan penelitian ini dilakukan untuk mengetahui seberapa besar pengaruh Metode Problem Posing berbantuan softwere Cabri 3D terhadap kemampuan berpikir kritis siswa kelas V SD Gugus III Kecamatan Klapanunggal Kabupaten Bogor. Penelitian ini merupakan penelitian kuantitatif dengan desain penelitian quasi eksperimen pretest-postest control group design. Sampel penelitian yaitu SDN Cibugis kelas VA (eksperimen) dan kelas VB (kontrol) tahun Pelajaran 2023/2024 yang dipilih dengan teknik simple random sampling. Instrumen penelitian yang digunakan adalah tes berupa soal non rutin yang telah divalidasi dan dianalisis validitas, reliabilitas, daya pembeda, dan tingkat kesukarannya. Teknik analisis data yang digunakan adalah uji-t yang telah memenuhi uji prasyarat (uji normalitas dan homogenitas) dan skor n-gain. Berdasarkan hasil post-test, rata-rata kelompok eksperimen (88,10) > kelompok kontrol (67,05). Hasil analisis menggunakan uji-t diperoleh nilai Sig. (2-tailed) 0,001 < 0,05 sehingga H1 diterima dan H0 ditolak. Hasil uji n-gain score diperoleh rata-rata peningkatan pada kelompok eksperimen = 70,38% > kelompok kontrol = 21,59%. Hal ini menunjukkan bahwa metode pembelajaran Problem Posing berbantuan softwere cabri 3D pada pembelajaran materi bangun ruang berpengaruh secara signifikan terhadap kemampuan berpikir kritis siswa sekolah dasar.
References
Anggraeni, P., Sunendar, D., Maftuh, B., Sopandi, W., & Puspita, R. D. (2022). Why 6 Cs? The Urgency of Learning at Elementary School. Proceedings of the 4th International Conference on Educational Development and Quality Assurance (ICED-QA 2021), 650, 35–41. https://doi.org/10.2991/assehr.k.220303.008
Almazroa, H., & Alotaibi, W. (2023). Teaching 21st Century Skills: Understanding the Depth and Width of the Challenges to Shape Proactive Teacher Education Programmes. Sustainability (Switzerland), 15(9). https://doi.org/10.3390/su15097365
Astuti, R., Mardiyana, & Triyanto. (2021). Critical and Creative Thinking: More Influential Problem Based Learning or Problem Posing Learning? Proceedings of the International Conference of Mathematics and Mathematics Education (I-CMME 2021), 597, 228–236. https://doi.org/10.2991/assehr.k.211122.032
Aydogdu, M. Z., & Kesan, C. (2014). A Research on Geometry Problem Solving Strategies Used by Elementary Mathematics Teacher Candidates. Journal of Educational and Instructional Studies in the World, 4(1), 53–62.
Aydoğdu, M. Z., & Türnüklü, E. (2021). Middle School Students’ Problem Posing Processes. Education Quarterly Reviews, 4(2), 58–67. https://doi.org/10.31014/aior.1993.04.02.227
Beal, C. R., & Cohen, P. R. (2012). Teach Ourselves: Technology to Support Problem Posing in the STEM Classroom. Creative Education, 03(04), 513–519. https://doi.org/10.4236/ce.2012.34078
Cai, J., and Hwang, S. (2020). Learning to teach through mathematical problem posing: Theoretical considerations, methodology, and directions for future research. International Journal of Educational Research, 102. https://doi.org/10.1016/j.ijer.2019.01.001
Çelįk, A., Erduran, A., & Eryįĝįt, P. (2016). the Effect of Utilizing the Three Dimensional Dynamic Geometry Software in Geometry Teaching on 12Th Grade Students, Their Academic Success, and Their Attitudes Towards Geometry. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 41(41), 1–16. https://dergipark.org.tr/tr/pub/deubefd/issue/35753/399481
Changwong K., Sukkamart A., Sisan B. (2018), Critical thinking skill development: Analysis of a new learning management model for Thai high schools, Journal of International Studies, 11 (2), 37-48. http://doi.org/10.14254/2071-8330.2018/11-2/3
Christou, C., Mousoulides, N., Pittalis, M., Pitta-Pantazi, D., & Sriraman, B. (2005). An empirical taxonomy of problem posing processes. ZDM-Mathematics Education, 37(3), 149-158. https://doi.org/10.1007/s11858 005-0004-6
Darmawati, Y., & Mustadi, A. (2023). The effect of problem-based learning on the critical thinking skills of elementary school students. Jurnal Prima Edukasia, 11(2), 142-151. doi: http://doi.org/10.21831/jpe.v11i2.55620
Ennis, R. H. (1993). Critical Thinking Assessment. Theory into Practice, 32, 179-186.
https://doi.org/10.1080/00405849309543594
Facione P. A. (2015), Critical Thinking: What it is and Why it count?, California, California Academic Press.
Ghasempour, Z., Bakar, M. N., & Jahanshahloo, G. R. (2013). Innovation in Teaching and Learning through Problem Posing Tasks and Metacognitive Strategies. International Journal of Pedagogical Innovations, 1(1), 53–62. https://doi.org/10.12785/ijpi/010108
Jablonski, S., & Ludwig, M. (2023). Teaching and Learning of Geometry—A Literature Review on Current Developments in Theory and Practice. Education Sciences, 13(7). https://doi.org/10.3390/educsci13070682
Kenedi, A. K., Helsa, Y., Ariani, Y., Zainil, M., & Hendri, S. (2019). Mathematical connection of elementary school students to solve mathematical problems. Journal on Mathematics Education, 10(1), 69–79. https://doi.org/10.22342/jme.10.1.5416.69-80
Kertiyani, N. M. I., Fatimah, S., and Dahlan, J. A. (2022). Critical thinking skill through problem-based learning with problem posing within-solution. Journal of Mathematics and Science Teacher, 2(2), em017. https://doi.org/10.29333/mathsciteacher/12369
Papadopoulos, I., Patsiala, N., Baumanns, L., and Rott, B. (2022). Multiple Approaches to Problem Posing: Theoretical Considerations Regarding its Definition, Conceptualisation, and Implementation. Center for Educational Policy Studies Journal, 12(1), 13–34. https://doi.org/10.26529/cepsj.878
Paul, R., & Elder, L. (2008). Critical thinking: The nuts and bolts of education. Optometric Education, 33, 88-91
Permanawati, F. I., Agoestanto, A., & Kurniasih, A. W. (2018). The students’ critical thinking ability through problem posing learning model viewed from the students’ curiosity.Unnes Journal of Mathematics Education, 7(3), 147-155. http://doi.org/10.15294/ujme.v7i3.25025
Piaget, J. (2001). The Psychology of Intelligence. Oxford, UK: Routledge
Rabindran., & Madanagopal, D. (2020). Piaget’s Theory and Stages of Cognitive Development- An Overview. Scholars Journal of Applied Medical Sciences, 8(9), 2152–2157. https://doi.org/10.36347/sjams.2020.v08i09.034
Sachdeva, S., & Eggen, P.-O. (2021). Learners’ Critical Thinking About Learning Mathematics. International Electronic Journal of Mathematics Education, 16(3), em0644. https://doi.org/10.29333/iejme/11003
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
Silver, E. A. (1994). On Mathematical Problem Posing. For The Learning of Mathematics, 14(1), 19-28.
Suparman, S. (2022). Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia. Journal of Advanced Sciences and Mathematics Education, 1(2), 41–51. https://doi.org/10.58524/jasme.v1i2.45
Supandi, S., Ariyanto, L., Kusumaningsih, W., Handayanto, A., and Sarra, R. R. (2020). The improvement of students’ mathematics critical thinking abilities in topic prism and pyramid by using the Problem Posing approach. Journal of Physics: Conference Series, 1663(1). https://doi.org/10.1088/1742-6596/1663/1/012019
Yulita,. & Ain, S. Q. (2021). Analysis of Students’ Learning Difficulties in Learning Mathematics at Elementary Schools. AL-ISHLAH: Jurnal Pendidikan, 13(2), 892–899. https://doi.org/10.35445/alishlah.v13i2.745
