The effect of problem-oriented teaching method on mathematical critical thinking skills of students Raden Nabilah Fahrani (a*), Turmudi (a), Maifalinda Fatra (b), Finola Marta Putri (b)
a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*nabilahfahrani[at]upi.edu
b) Program Studi Pendidikan Matematika, Universitas Islam Negeri Syarif Hidayatullah
Jakarta, Jl. Ir. H. Djuanda No. 95, Tangerang Selatan 15412, Indonesia
Abstract
Mathematical critical thinking skills are beneficial for students to face the challenges in society 5.0 era. This research aims to analyze the effect of the problem-oriented teaching method on the mathematical critical thinking skills of students. To reach this aim, we set up this quasi-experimental research using a randomized control-group post-test-only design. All eighth-grade students in one of the junior high schools in Bogor were research population with fifty-seven students from two classes as research sample selected by purposive sampling technique. The results showed that the mathematical critical thinking skills of students who were treated in the form of learning using the problem-oriented teaching method were significantly higher than students who were given learning using the scientific approach with average scores of 25.43 and 14.84. It implies that the implementation of the problem-oriented teaching method positively affected the mathematical critical thinking skills of students. In addition, that effect had a large meaningfulness measure in practical level with an effect size value of 1.2. So, we conclude that the problem-oriented teaching method can be implemented to facilitate students to improve their mathematical critical thinking skills. We suggest that future researchers consider the affective skills of students to be more comprehensive.
Keywords: Problem-Oriented teaching method- Mathematical critical thinking skills- Students
