ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA SMA PADA MATERI MATRIKS
DOI:
https://doi.org/10.15408/ajme.v7i2.47349Keywords:
critical thinking; , mathematics, matrixAbstract
Abstract
Critical thinking skills are an important competency in mathematics learning, especially in matrix materials that require understanding of concepts and logical reasoning. This study aims to analyze the critical thinking skills of high school students in interpreting, analyzing, evaluating, and inferring matrix materials. This study uses a descriptive qualitative approach. Data collection techniques include written tests, interviews, and documentation. Data analysis is carried out through the stages of data reduction, data presentation, and a conclusion drawn. The study's results show that students' critical thinking skills still vary and do not develop optimally. Students with strong conceptual mastery are able to complete all critical thinking indicators. Students with poor conceptual understanding experience difficulties from the interpretation stage, which affects the accuracy of their analysis, evaluation of strategies, and conclusions. They also show dependence on external assistance. These findings confirm the need for matrix learning that emphasizes strengthening conceptual understanding and developing critical thinking skills.
Abstrak
Kemampuan berpikir kritis merupakan kompetensi penting dalam pembelajaran matematika, khususnya pada materi matriks yang menuntut pemahaman konsep dan penalaran logis. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis siswa sekolah menengah atas pada materi matriks berdasarkan indikator interpretasi, analisis, evaluasi, dan inferensiasi. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data meliputi tes tertulis, wawancara, dan dokumentasi. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa masih bervariasi dan cenderung belum berkembang secara optimal. Siswa dengan penguasaan konsep yang baik mampu menyelesaikan seluruh indikator berpikir kritis. Siswa dengan pemahaman konsep yang rendah mengalami kesulitan sejak tahap interpretasi yang berdampak pada ketidaktepatan analisis, evaluasi strategi, dan kesimpulan. Mereka juga menunjukkan ketergantungan pada bantuan eksternal. Temuan ini mengkonfirmasi perlunya pembelajaran matriks yang menekankan pada penguatan pemahaman konseptual dan pengembangan kemampuan berpikir kritis.
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