Needs Assessment for Development of Learning Models Based on Mathematical Problem Posing to Improve Critical Thinking Skills
Sutji Rochaminah, Anggraeni, Gandung Sugita, Baharuddin

Universitas Tadulako

Abstract

Needs assessment is used as a basis or foundation in designing learning models based on mathematical problem posing that can improve critical thinking skills. This research aims to identify mathematics learning that occurs and should occur and determine the need for learning mathematical necessary thinking skills. Needs assessment is carried out by literature study and field study. The literature study examines the theory of learning models, problem posing, and critical mathematical thinking. The field study identified the learning management of students^ mathematical critical thinking skills. The subjects of this study were junior high school mathematics teachers in Palu City. Of the 25 mathematics teachers who sent the mathematics learning questionnaire results, it was found that 65% of the teachers rarely applied the problem-posing task, and 35% never gave the assignment of proposing mathematics problems. The interviews with 4 mathematics teachers obtained information that to problem posing, students must understand. The teacher argues that if students are given the task of problem posing, students only copy in the book. They construct problem from the textbook and replace the numbers. The teacher once gave HOTS questions in books as reinforcement. The task of posing a problem is given when the math teacher is unable to attend. The task of construct problem as a punishment for students for not working on the questions. The conclusion from this study results is that the teacher rarely gives the task of problem posing. There are misconceptions about the task of mathematical problem posing.

Keywords: Needs assessment, problem posing, critical thinking

Topic: Mathematics Education