KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI ADVERSITY QUOTIENT PADA CHALLENGE-BASED ON DIFFERENTIATED LEARNING BERBANTUAN WEBSITE STEM
DOI:
https://doi.org/10.24127/ajpm.v15i2.13829Kata Kunci:
Adversity Quotient, Challenge-based on Differentiated Learning, Critical Thinking Skill, STEM, WebsiteAbstrak
21st century education emphasizes the importance of critical thinking skills. Data from Programme for International Student Assessment indicate that these skills still need improvement, thus requiring instructional innovations such as Challenge-Based on Differentiated Learning (CB-DL) supported by a STEM-based website. This study aims to (1) analyze the quality of instructional innovation in enhancing critical thinking skills, (2) examine the effect of Adversity Quotient (AQ) on critical thinking skills, and (3) describe critical thinking skills in terms of AQ. The study employed mixed methods approach. Quantitative data were collected through questionnaires and tests and analyzed using RStudio, while qualitative data were collected through interviews and analyzed using technique triangulation. The results show that CB-DL supported by a STEM-based website is of high quality in improving critical thinking skills. In addition, AQ has a positive effect of 12.92% on critical thinking skills. The findings indicate that climbers-type participants fulfill the indicators of interpretation, analysis, evaluation, inference, explanation, and self-regulation, whereas campers-type participants fulfill interpretation, analysis, evaluation, inference, and explanation. This study provides significant empirical contributions to improving critical thinking skills.
Referensi
Al-Shehri, M. S. (2020). Effect of Differentiated Instruction on the Achievement and Development of Critical Thinking Skills Among Sixth-Grade Science Students. International Journal of Learning, Teaching and Educational Research, 19(10), 77–99. https://doi.org/10.26803/IJLTER.19.10.5
Alkhatatneh, S. (2023). An Interactive Website Based on the “Systemic Approach†to Develop Mathematical Problem-solving Skills in Students of Sixth Grade in Primary School in Jordan. Information Sciences Letters, 12(5), 1957–1972. https://doi.org/10.18576/isl/120537
Ardiansyah, A. S., Junaedi, I., & Asikin, M. (2018). Student’s Creative Thinking Skill and Belief in Mathematics in Setting Challenge Based Learning Viewed by Adversity Quotient. Unnes Journal of Mathematics Education Research, 7(1), 61–70. https://journal.unnes.ac.id/sju/ujmer/article/view/24217
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education. In C. Shortt (Ed.), Wadsworth Cengage Learning (8th Editio, Vol. 16, Nomor 2). Wadsworth Cengage Learning.
Christina, R., & Panagiotidis, P. (2024). Teachers’ Attitudes Towards AI Integration in Foreign Language Learning: Supporting Differentiated Instruction and Flipped Classroom. European Journal of Education, 7(2), 88–104. https://doi.org/10.26417/171oob60e
Conde, M. Ã., RodrÃguezâ€Sedano, F. J., Fernándezâ€Llamas, C., Gonçalves, J., Lima, J., & GarcÃaâ€Peñalvo, F. J. (2021). Fostering STEAM Through Challenge-based Learning, Robotics, and Physical Devices: A Systematic Mapping Literature Review. Computer Applications in Engineering Education, 29(1), 46–65. https://doi.org/10.1002/cae.22354
Creswell, J. W., & Clark, V. L. P. (2017). Designing and Conducting Mixed Methods Research. In SAGE Publications (Third Edit). SAGE Publications, Inc. https://doi.org/10.4135/9781412961288.n245
de Souza, C. C. R. P., de Souza, J. C. R. P., Cabral, G. A. N., de Souza, V. C. R. P., Zandoná, V. S., & Monteiro, B. M. M. (2021). Meaningful English Teaching in Light of Piaget, Vygotski, Wallon and Ausubel. Creative Education, 12(01), 212–219. https://doi.org/10.4236/ce.2021.121016
Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Measured Reasons LLC, 5(1), 1–30. www.insightassessment.com
Gallagher, S. E., & Savage, T. (2023). Challenge-based Learning in Higher Education: An Exploratory Literature Review. Teaching in Higher Education, 28(6), 1135–1157. https://doi.org/10.1080/13562517.2020.1863354
Ginja, T. G., & Chen, X. (2020). Teacher Educators’ Perspectives and Experiences Towards Differentiated Instruction. International Journal of Instruction, 13(4), 781–798. https://doi.org/10.29333/iji.2020.13448a
Liu, T., Yu, X., Liu, M., Wang, M., Zhu, X., & Yang, X. (2021). A Mixed Method Evaluation of An Integrated Course in Improving Critical Thinking and Creative Self Sefficacy Among Nursing Students. Nurse Education Today, 106(1), 105067. https://doi.org/10.1016/j.nedt.2021.105067
Murdiyanto, T., Wijayanti, D. A., Maula, N. F., & Sovia, A. (2023). “In-Math†as a Website-Based e-Learning Media in the Endemic Era. International Journal of Information and Education Technology, 13(1), 1–9. https://doi.org/10.18178/ijiet.2023.13.1.1773
Nasruddin, Juniati, D., & Manoy, J. T. (2025). Exploring the Interplay Between Abductive Reasoning and Mathematical Problem-Solving: The Role of Adversity Quotient and Gender in Middle School Students. Perspektivy Nauki i Obrazovania, 74(2), 243–256. https://doi.org/10.32744/pse.2025.2.16
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. In PISA: Vol. I. OECD Publishing. https://doi.org/10.1787/53f23881-en
Safi’i, A., Muttaqin, I., Sukino, Hamzah, N., Chotimah, C., Junaris, I., & Rifa’i, M. K. (2021). The Effect of the Adversity Quotient on Student Performance, Student Learning Autonomy and Student Achievement in the COVID-19 Pandemic Era: Evidence from Indonesia. Heliyon, 7(12). https://doi.org/10.1016/j.heliyon.2021.e08510
Stoltz, P. G. (1997). Adversity Quotient: Turning Obstacles into Opportunities. John Wiley & Sons. https://doi.org/10.1016/S0166-4972(00)00010-9
Taconis, R., & Bekker, T. (2023). Challenge Based Learning as Authentic Learning Environment for STEM Identity Construction. Frontiers in Education, 8(1144702), 1–14. https://doi.org/10.3389/feduc.2023.1144702
Van Den Beemt, A., Vázquez-Villegas, P., Gómez Puente, S., O’Riordan, F., Gormley, C., Chiang, F. K., Leng, C., Caratozzolo, P., Zavala, G., & Membrillo-Hernández, J. (2023). Taking the Challenge: An Exploratory Study of the Challenge-Based Learning Context in Higher Education Institutions across Three Different Continents. Education Sciences, 13(3), 1–23. https://doi.org/10.3390/educsci13030234
Ziatdinov, R., & Valles, J. R. (2022). Synthesis of Modeling, Visualization, and Programming in GeoGebra as an Effective Approach for Teaching and Learning STEM Topics. Mathematics, 10(3), 1–16. https://doi.org/10.3390/math10030398
Diterbitkan
Terbitan
Bagian
Lisensi
Authors who publish with AKSIOMA: Jurnal Program Studi Pendidikan Matematika agree to the following terms:
Creative Commons License
AKSIOMA:Â Jurnal Program Studi Pendidikan Matematika is licensed under a Creative Commons Attribution 4.0 International License.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. AKSIOMA offers all authors of journal articles allows their research openly available, free access and time restrictions.
All articles published Open Access will be immediately and permanently free for everyone to read and download. Under the CC-BY license, authors retain ownership of the copyright for their article, but authors grant others permission to use the content of publications in AKSIOMA in whole or in part provided that the original work is properly cited. Users (redistributors) of AKSIOMA are required to cite the original source, including the author's names, AKSIOMA as the initial source of publication, year of publication, volume number and DOI (if available).
