Enhancement of students' critical thinking ability in the algebraic function derivatives application based on student learning styles during online learning
Abstract
Critical Thinking (CT) ability is an essential skill needed in the 21st century. However, this skill is still under-explored by paying attention to the tendency of Learning Styles (LS) students when online learning is carried out. Therefore, this study aims to determine the differences in the improvement of students' CT abilities based on LS tendencies (visual, auditory, and kinesthetic) when online learning is carried out on algebraic function derivative application materials. Consisting of 4 essay questions given twice, before the sample in this study was a collection of CT, and LS ability scores of class XI science students in Langsa City, totaling 26 students. The researchers collected the data using an LS questionnaire of 30 statements and a written test of CT ability after online learning. Both instruments have been validated. The research method is a pre-experimental design with the type of one-group pretest-posttest. The results showed that (1) students had more dominant kinesthetic LS tendencies compared to visual and auditory LS; (2) students with visual LS have criteria for increasing critical thinking skills in the high category, while auditory and kinesthetic LS is in the medium category; (3) there is a significant difference in the acquisition of CT abilities between visual, auditory, and kinesthetic LS, where students with Visual LS outperform students with Auditory and kinesthetic LS; (4) there are differences in the improvement of CT abilities between students with visual, auditory, and kinesthetic styles in online learning. The improvement in CT ability of students with visual LS is greater than that of Auditory and kinesthetic LS.
Keywords
Full Text:
PDFReferences
Ahmadi, A., & Supriyono, W. (2013). Psikologi Belajar. Rineka Cipta.
Anggrawan, A., Ibrahim, N., Muslim, S., & Satria, C. (2019). Interaction between learning style and gender in mixed learning with 40% face-to-face learning and 60% online learning. International Journal of Advanced Computer Science and Applications, 10(5), 407–413.
Basri, H., Purwanto, As’ari, A. R., & Sisworo. (2019). Investigating critical thinking skill of junior high school in solving mathematical problem. International Journal of Instruction, 12(3), 745–758.
Borg, G. (2014). Applying educational research: How to read, do, and use research to solve problems of practice. Longman Publishing Inc.
Bostrom, R. P., Olfman, L., & Sein, M. K. (1993). Learning styles and end-user training: A first step. MIS Quarterly, 17(1), 118-120.
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.
Chiou, C. C., Lee, L. T., Tien, L. C., & Wang, Y. M. (2017). Analyzing the effects of various concept mapping techniques on learning achievement under different learning styles. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3687–3708.
Chrisley, R. (1995). Quantum learning. New Directions in Cognitive Science.: Proceedings of The International Symposium, 4(9), 1-13.
De Porter, B. dan M. H. (2010). Quantum learning: Membiasakan belajar nyaman dan menyenangkan. Kaifa.
Dewey, J. (1910). How we think. D.C. Heath.
Ennis, R. H. (1991). Critical thinking: A streamlined conception. Teaching Philosophy, 14(1), 5–25.
Facione. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. research findings and recommendations. The California Academic Press.
Fisher, A. (2001). Critical thinking: An introduction. Cambridge University Press.
Flack, C. B., Walker, L., Bickerstaff, A., Earle, H., & Margetts, C. (2020). Educator perspectives on the impact of COVID-19 on teaching and learning in Australia and New Zealand. Pivot Proffesional Learning.
Fracenkel, J. R. (2013). How to design research in education (8th ed.). The McGraw-Hill Companies.
Glaser, E. (1941). An experiment in the development of critical thinking: Advanced school of education at teacher’s college. AMS Press.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Halpern, D. F. (2014). Thought and knowledge: An Introduction to critical thingking (5th ed.). Taylor & Francis Group.
Kalogeropoulos, P., Roche, A., Russo, J., Vats, S., & Russo, T. (2021). Learning mathematics from home during COVID-19: Insights from two inquiry-focussed primary schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), 1–16.
Kemendikbud RI. (2021). Program sekolah penggerak 2021. Kemendikbud.
Kurniati, K., Kusumah, Y. S., Sabandar, J., & Herman, T. (2015). Mathematical critical thinking ability through contextual teaching and learning approach. IndoMS-JMS, 6(1), 53–62.
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, 180–188.
Louis Cohen, Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
Marzuki. (2021). Kemampuan berpikir kritis dan kreatif siswa dalam menyelesaikan masalah matematis. Universitas Pendidikan Indonesia.
Marzuki, Asih, E. C. M., & Wahyudin. (2019). Creative thinking ability based on learning styles reviewed from mathematical communication skills. Journal of Physics: Conference Series, 1315(1), 1-7.
Marzuki, Cahya, E., & Wahyudin. (2020). Relationship between mathematical creative thinking ability and student’s achievement in gender perspective. Journal of Physics: Conference Series, 1521(3). 1-7.
Marzuki, Wahyudin, Cahya, E., & Juandi, D. (2021). Students ’ critical thinking skills in solving mathematical problems ; A systematic procedure of grounded theory study. Internasional Journal of Instruction, 14(4), 529–548.
Muali, C., Islam, S., Bali, M. E. I., Hefniy, H., Baharun, H., Mundiri, A., Jasri, M., & Fauzi, A. (2018). Free online learning based on rich internet applications; The experimentation of critical thinking about student learning style. Journal of Physics: Conference Series, 1114(1), 1-6.
Nugraha, T., & Suparman, S. (2021). Heterogeneity of Indonesian primary school students’ mathematical critical thinking skills through problem-based learning: A meta-analysis. Al-Jabar : Jurnal Pendidikan Matematika, 12(2), 315–328.
Pahrudin, A., Zahra, Y. F., Supriadi, N., Sugiharta, I., Farida, & Suherman. (2021). Assessing moodle-assisted e-learning for students’ concept understanding and critical thinking skills in algebra. Al-Jabar : Jurnal Pendidikan Matematika, 12(2), 359–369.
Russel, L. (2012). The accelerated learning fieldbook: Panduan belajar cepat untuk pelajar dan umum. Nusa Media.
Sari, A. K. (2014). Analisis karakteristik gaya belajar VAK (visual, auditorial, kinestetik) mahasiswa pendidikan informatika angkatan 2014. Edutic-Scientific Journal of Informatics Education, 1(1), 1–12.
Setiana, D. S., & Purwoko, R. Y. (2020). Analisis kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa. Jurnal Riset Pendidikan Matematika, 7(2), 163–177.
Shaw, R. S. (2012). A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums. Computers and Education, 58(1), 111–120.
Truong, H. M. (2016). Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities. Computers in Human Behavior, 55, 1185–1193.
Wahyuni, Y. (2017). Identifikasi gaya belajar (visual, auditorial, kinestetik). Jurnal Penelitian dan Pembelajaran Matematika, 10(2), 128–132.
DOI: http://dx.doi.org/10.24042/ajpm.v13i1.12062
Refbacks
- There are currently no refbacks.
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.