MATH TEACHER QUESTIONS CAN HELP STUDENTS AROUND COFFEE PLANTATIONS TO BEHAVE CRITICAL THINKING

Dian Kurniati(1*), Hobri Hobri(2), Abdur Rahman Asari(3), Sharifah Osman(4),

(1) Universitas Jember
(2) Universitas Jember
(3) Universitas Negeri Malang
(4) Universiti Teknologi Malaysia
(*) Corresponding Author


Abstract


The questions asked by the teacher affect students' thinking processes. So, it is necessary to do research that aims to describe what types of questions can provoke students to behave critically. The research subjects were 40 junior high school students around a coffee plantation in Jember, Indonesia. The data collection methods in this study were (1) test, (2) observation, and (3) interview. Each test was given two questions that meet the criteria for critical thinking behavior with the theme of coffee. The test is given at the end of mathematics lessons every Monday. Observations focused on three critical thinking behaviors, namely truth-seeking, open-mindedness, and inquisitiveness. Interviews were conducted at the end of the activity, namely after five learning meetings.  There are two findings in this research. First, junior high school students around coffee plantations are accustomed to truth-seeking, open-mindedness, and inquisitiveness in responding to questions from teachers. The habit of students in responding to teacher questions begins at the third meeting in learning. Second, there are three types of questions that can provoke students to behave critically. The three types of questions are questions that require students to construct concepts, principles, and procedures.

Soal-soal yang diberikan oleh guru selama pembelajaran di kelas mempengaruhi proses berpikir siswa. Sehingga perlu dilakukan penelitian yang bertujuan untuk mendeskripsikan jenis pertanyaan apa yang dapat menstimulus siswa untuk berperilaku kritis. Subjek penelitian adalah 40 siswa SMP di sekitar perkebunan kopi di Jember, Indonesia. Metode pengumpulan data pada penelitian ini adalah (1) metode tes, (2) metode observasi, dan (3) metode wawancara. Setiap tes diberikan dua soal yang memenuhi kriteria perilaku berpikir kritis dengan tema kopi. Soal yang diajukan merupakan soal yang menitikberatkan pada konstruksi konsep, prinsip, dan prosedur dalam matematika. Tes diberikan pada akhir pelajaran matematika setiap hari Senin. Pengamatan difokuskan pada tiga perilaku berpikir kritis, yaitu pencarian kebenaran, keterbukaan pikiran, dan rasa ingin tahu. Wawancara dilakukan pada akhir kegiatan yaitu setelah lima kali pertemuan pembelajaran. Ada dua temuan dalam penelitian ini. Pertama, siswa SMP di sekitar perkebunan kopi terbiasa mencari kebenaran, memiliki pemikiran terbuka, dan rasa ingih tahu dalam menjawab pertanyaan dari guru. Kebiasaan siswa dalam menanggapi pertanyaan guru dimulai pada pertemuan ketiga dalam pembelajaran. Kedua, ada tiga macam soal yang dapat menstimulus siswa untuk berperilaku kritis. Ketiga jenis soal tersebut merupakan soal yang menuntut siswa untuk menyusun konsep, prinsip, dan prosedur.


Keywords


Critical thinking disposition; mathematics; theme of coffee

Full Text:

PDF

References


Aizikovitsh-Udi, E., & Cheng, D. (2015). Developing Critical Thinking Skills from Dispositions to Abilities: Mathematics Education from Early Childhood to High School. Creative Education, 6, 455–462.

Akkus, R. & Hand, B. (2010) Examining teachers’ struggles as they attempt to implement dialogical interaction as part of promoting mathematical reasoning within their classrooms. International Journal of Science and Mathematics Education, 9, 975-998.

Anwar, S., & Setyaningrum, W. (2021). Can Blended Learning Help Improve Students' Critical Thinking Skills. Aksioma: Jurnal Program Studi Pendidikan Matematika, 10(2), 721-732.

As ’ari, A. R., Mahmudi, A., & Nuerlaelah, E. (2017). Our Prospective Mathematic Teachers are not Critical Thinkers Yet. Journal on Mathematics Education, 8(2), 145–156. https://doi.org/10.22342/jme.8.2.3961.145-156.

Astuti, D. D., Waluya, B., & Soedjoko, E. (2020). Mathematical representation ability and curiosity of 8th graders in the 7E-Learning Cycle Model with realistic approaches. Unnes Journal of Mathematics Education, 9(2), 116-120.

Aswicahyono, H., & Rafitrandi, D. (2018). A Review of Indonesia’s Economic Competitiveness. Centre for Strategic and International Studies.

Atmadji, E., &Suhardiman, Y. H. (2018). Comparison analysis of imported coffee of Malaysia from Indonesia and Vietnam. Economic Journal of Emerging Markets, 10(1), 93– 98.

Cottrell, S. (2005). Critical Thinking Skills: Developing Effective Analysis and Argument. New York, N.Y: Palgrave Macmillan.

Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. University of Illinois, 2(4).

Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction—The Delphi report. Millbrae, CA: California Academic Press.

Facione, P. A., & Facione, N. C. (1992). The California Critical Thinking Disposition Inventory. Millbrae, CA: California Academic Press.

Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1- 25.

Funahashi, Y., & Hino, K. (2014). The teacher's role in guiding children's mathematical ideas toward meeting lesson objectives. ZDM Mathematics Education, 46, 423-436.

Kaur, A. (2013). Maslow’s Need Hierarchy Theory: Applications and Criticism. Global Journal of Management and Business Studies, 3(10), 1061-1064.

Kawanaka, T., & Stigler, J. W. (1999). Teachers' use of questions in eighth-grade mathematics classrooms in Germany, Japan, and the United States. Mathematical Thinking and Learning, 1(4), 255-278.

Koizumi, Y. (2013). Similarities and differences in teachers' questioning in German and Japanese mathematics classrooms. ZDM Mathematics Education, 45, 47-49.

Kurniati, D., & Zayyadi, M. (2018). The Critical Thinking Dispositions Of Students Around Coffee Plantation Area In Solving Algebraic Problems. International Journal of Engineering & Technology, 7(2.10), 18-20.

Ling, C. Y., Osman, S., Daud, M. F., & Hussin, W. N. W. (2019). Application of Vee Diagram as a Problem-Solving Strategy in Developing Students’ Conceptual and Procedural Knowledge. International Journal of Innovative Technology and Exploring Engineering (IJITEE), 8(10), 2796–2800. doi:10.35940/ijitee.J9591.088101

Mason, J. (2000). Asking mathematical questions mathematically. International journal of mathematical Education in Science and Technology, 31(1), 97-111.

Moyer, P. S. & Milewicz, E. (2002). Learning to question: categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education, 5, 293-315.

Partnership for 21st Century Skills. (2017). The 4Cs: Skills for Today Research Series. Retrieved from http://www.p21.org/our-work/4cs-research-series.

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 20 Tahun 2018 Tentang Penguatan Pendidikan Karakter Pada Satuan Pendidikan Formal. Retrieved from https://jdih.kemdikbud.go.id.

Renkl, A. (2017). Learning from worked-examples in mathematics: students relate procedures to principles. ZDM Mathematics Education, 49, 571-584.

Simon, M. A. (2017). Explicating mathematical concept and mathematical conception as theoretical constructs for mathematics education research. Educational Studies in Mathematics, 94, 117–137.

Uysal, H. T., Aydemir, S., &Genc, E. (2017). Maslow’s Hierarchy of Needs In 21st Century: The Examination of Vocational Differences in book: Researches on Science and Art in 21st Century Turkey (pp.211-227). Gece Kitaplığı.

Warner, L. B., Schorr, R. Y., Arias, C. C., & Sanchez, L. (2013). A case study of two teachers: teacher questions and student explanations. In Lesh, R., et al. (Eds.), Modelling students' mathematical modelling competencies, International perspectives on the teaching and learning of mathematical modelling (pp.512-529). Springer.

Weiland, I. S., Hudson, R. A., & Amador, J. M. (2014). Preservice formative assessment interviews: The development of competent questioning. International Journal of Science and Mathematics Education, 12(2), 329-352.

Zetriuslita, Wahyudin, & Jarnawi. (2017). Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course. International Education Studies, 10(7), 65-78.




DOI: http://dx.doi.org/10.24127/ajpm.v11i1.4446

Refbacks

  • There are currently no refbacks.