Nanda Pratiwi, Hanum (2024) ANALISIS PROSES BERPIKIR KRITIS DALAM MENYELESAIKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EKSTROVERT DAN INTROVERT. S1 thesis, Universitas Sultan Ageng Tirtayasa.
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Abstract
Mathematics is the foundation of general science that underlies the progress of science and technology to continue to develop, in accordance with the purpose of learning mathematics which aims to help students solve problems in everyday life. Problems in mathematics are generally presented through non-routine questions. Solving these non-routine questions requires critical thinking skills. However, in fact, students' critical thinking process has not been maximized in solving mathematical problems. Based on this, this study was conducted to determine the critical thinking process of students with extroverted and introverted personalities in solving math problems. The subjects of this study were 6 students with the highest, medium, low scores representing extroverted and introverted personality types. This research uses a qualitative approach with descriptive research type. Data collection techniques used personality type questionnaires, critical thinking process tests, and interviews. The data analysis technique used refers to the Miles and Huberman method, while for data validity, technical triangulation is applied, namely by comparing test and interview results. The results showed that (1) Students from high critical thinking groups with extroverted personality types can fulfill 4 stages of the critical thinking process, namely the clarification, assessment, conclusion, and strategy and tactics stages. (2) Students from moderate critical thinking groups with extroverted personality types can only fulfill 2 stages of the critical thinking process, namely the clarification stage and the assessment stage. (3) Students from low critical thinking groups with extroverted personality types have not been able to fulfill any of the stages of the critical thinking process. (4) Students from high critical thinking groups with introverted personality types can fulfill 4 stages of the critical thinking process, namely the clarification, assessment, conclusion, and strategy and tactics stages. (5) Students from high critical thinking groups with introverted personality types can only fulfill 2 stages of the critical thinking process, namely the clarification stage and the assessment stage. (6) Students from high critical thinking groups with introverted personality types can only fulfill one stage of the critical thinking process, namely the clarification stage.
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | Matematika merupakan landasan ilmu pengetahuan umum yang mendasari kemajuan IPTEK untuk terus berkembang, sesuai dengan tujuan pembelajaran matematika yang bertujuan membantu siswa menyelesaikan masalah dalam kehidupan sehari-hari. Masalah dalam matematika umumnya disajikan melalui pertanyaan yang bersifat nonrutin. Dalam menyelesaikan pertanyaan nonrutin ini memerlukan proses berpikir kritis. Namun, dalam faktanya proses berpikir kritis siswa belum maksimal dalam menyelesaikan masalah matematika. Berdasarkan hal tersebut, penelitian ini dilakukan untuk mengetahui proses berpikir kritis siswa berkepribadian ekstrovert dan introvert dalam menyelesaikan masalah matematika. Subjek penelitian ini sebanyak 6 siswa dengan nilai tertinggi, sedang, rendah yang mewakili tipe kepribadian ekstrovert dan introvert. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data menggunakan kuesioner tipe kepribadian, tes proses berpikir kritis, dan wawancara. Teknik analisis data yang digunakan merujuk pada metode Miles dan Huberman, sementara untuk keabsahan data diterapkan triangulasi teknik, yaitu dengan membandingkan hasil tes dan wawancara. Hasil penelitian menunjukkan bahwa (1) Siswa dari kelompok berpikir kritis tinggi dengan tipe kepribadian ekstrovert dapat memenuhi 4 tahapan proses berpikir kritis yaitu tahap klarifikasi, asesmen, kesimpulan, serta strategi dan taktik. (2) Siswa dari kelompok berpikir kritis sedang dengan tipe kepribadian ekstrovert hanya dapat memenuhi 2 tahapan proses berpikir kritis yaitu tahap klarifikasi dan tahap asesmen. (3) Siswa dari kelompok berpikir kritis rendah dengan tipe kepribadian ekstrovert belum dapat memenuhi satupun tahapan proses berpikir kritis. (4) Siswa dari kelompok berpikir kritis tinggi dengan tipe kepribadian introvert dapat memenuhi 4 tahapan proses berpikir kritis yaitu tahap klarifikasi, asesmen, kesimpulan, serta strategi dan taktik. (5) Siswa dari kelompok berpikir kritis tinggi dengan tipe kepribadian introvert hanya dapat memenuhi 2 tahapan proses berpikir kritis yaitu tahap klarifikasi dan tahap asesmen. (6) Siswa dari kelompok berpikir kritis tinggi dengan tipe kepribadian introvert hanya dapat memenuhi satu tahapan proses berpikir kritis yaitu tahap klarifikasi. | |||||||||
| Uncontrolled Keywords: | Critical Thinking Process, Personality Type, Solving Mathematical Problems Proses Berpikir Kritis, Tipe Kepribadian, Menyelesaikan Masalah Matematika | |||||||||
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) Q Science > QA Mathematics |
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| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan > 84202-Jurusan Pendidikan Matematika 02-Fakultas Keguruan dan Ilmu Pendidikan |
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| Depositing User: | Hanum Nanda Pratiwi | |||||||||
| Date Deposited: | 01 Oct 2024 14:12 | |||||||||
| Last Modified: | 01 Oct 2024 14:12 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/38918 |
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