PENINGKATAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS MELALUI IMPLEMENTASI PEMBELAJARAN RCODE (READING, CONNECTING, OBSERVING, DISCUSSING, EVALUATING)

Adi Candra Kusuma(1*), Gillang Al Azhar(2), Wahyu Tri Wahono(3), Dimas Rossiawan Hendra Putra(4), Agus Sukoco Heru Sumarmo(5), Arief Rahman Hidayat(6),

(1) Politeknik Negeri Malang
(2) Politeknik Negeri Malang
(3) Politeknik Negeri Malang
(4) Politeknik Negeri Malang
(5) Politeknik Negeri Malang
(6) Politeknik Negeri Malang
(*) Corresponding Author


Abstract


Hasil observasi terhadap mahasiswa dan dosen yang menunjukkan bahwa kegiatan selama pembelajaran matematika berfokus dengan penyediaan formula praktis dan procedural cenderung menghambat pengembangan kemampuan untuk berpikir kritis mahasiswa. Salah satu kompetensi esensial untuk menilai pendapat, menganalisis informasi, dan membuat keputusan secara rasional adalah kemampuan berfikir kritis. Oleh sebab itu, kemampuan ini diperlukan untuk memahami konsep matematis tingkat tinggi, khususnya menuntut kemampuan analisis seperti persamaan differensial. Kondisi tersebut menunjukkan perlunya model pembelajaran yang dapat mendorong peningkatan kemampuan berpikir kritis matematis yang salah satunya model pembelajaran RCODE. Penelitian ini bertujuan untuk mengetahui besarnya peningkatan kemampuan berpikir kritis matematis mahasiswa melalui penerapan pembelajaran RCODE pada mahasiswa DIII Teknik Elektronika. Jenis penelitian yang dilakukan merupakan penelitian kuantitatif dengan subjek 21 mahasiswa kelas IB semester genap tahun akademik 2024/2025 dengan pokok bahasan persamaan differensial orde dua. Pengumpulan data dilakukan melalui pemberian soal kemampuan berpikir kritis matematis, angket respon, serta wawancara untuk memperkuat temuan kuantitatif. Analisis data menggunakan SPSS dengan pengujian normal, homogen, proporsi, dan pengukuran N-gain. Temuan penelitian menyimpulkan bahwa ketercapaian mahasiswa terhadap Kriteria Ketuntasan Minimal (KKM 67) terpenuhi baik secara individu maupun klasikal dengan persentase ketuntasan sebesar 75%. Peningkatan Kemampuan Berpikir Kritis Matematis (KBKM) mahasiswa setelah penerapan pembelajaran RCODE diperoleh nilai N-gain sebesar 0,47 yang termasuk dalam kategori peningkatan cukup. Rata-rata KBKM mahasiswa mencapai 8,19 pada skala 0–10. Secara lebih rinci, aspek pemahaman terhadap masalah memperoleh skor rata-rata 8,55; aspek perencanaan atau permodelan dalam penyelesaian sebesar 8,26; aspek pelaksanaan dalam penyelesaian dan proses perhitungan sebesar 7,92; dan aspek pengambilan kesimpulan sebesar 8,03. Temuan menunjukkan pembelajaran RCODE mampu memberikan dampak positif terhadap peningkatan KBKM khususnya dalam membantu mereka memahami konsep, menganalisis strategi, mengevaluasi solusi penyelesaian masalah.

The results of observations of students and lecturers indicate that mathematics learning activities that focus on the provision of practical formulas and procedural approaches typically impede the growth of students' critical thinking abilities. One of the key skills for information analysis, argument evaluation, and logical decision making is critical thinking. Consequently, it is essential for comprehending more complex mathematical ideas, particularly those that require strong analytical abilities, such as differential equations. These conditions indicate the need for a learning model that can encourage the enhancement of students’ critical thinking abilities, one of which is the RCODE teaching model. The purpose of this study is to ascertain how much RCODE learning of growth students' mathematical critical thinking abilities for Diploma III (DIII) Electronic Engineering students. The research employed a quantitative approach with 21 students of class IB in the even semester of the 2024/2025 academic year as the subjects, focusing on the topic of second-order differential equations. Data were collected through tests of mathematical critical thinking skills, response questionnaires, and interviews to strengthen the quantitative findings. Data analysis was conducted using SPSS, including tests of normality, homogeneity, proportion, and N-gain measurement. The results of the study indicate that students successfully met the Minimum Mastery Criteria (KKM = 67), both individually and collectively, achieving a classical mastery level of 75%. The enhancement of students’ Mathematical Critical Thinking Skills (MCTS) following the implementation of the RCODE learning approach produced an N-gain score of 0.47, which is categorized as a moderate level of improvement. The overall average MCTS score was 8.19 on a 0–10 scale. In more detail, the average score for the problem comprehension aspect was 8.55; for planning or solution modeling, 8.26; for execution and calculation, 7.92; and for drawing conclusions, 8.03. These results suggest that the RCODE learning approach has a positive effect on improving students’ mathematical critical thinking skills, particularly in enhancing their ability to understand concepts, analyze strategies, and evaluate problem-solving outcomes.


Keywords


Critical Thinking; Learning; RCODE

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DOI: http://dx.doi.org/10.24127/ajpm.v15i1.14747

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