PROFIL BERPIKIR KRITIS CALON GURU MATEMATIKA DALAM PEMBUKTIAN TEOREMA GEOMETRI
DOI:
https://doi.org/10.24127/ajpm.v9i1.2668Kata Kunci:
Berpikir kritis, pembuktian, teorema geometriAbstrak
Tujuan penelitian ini yaitu mendeskripsikan berpikir kritis mahasiswa calon guru matematika dalam membuktikan teorema geometri. Berpikir kritis merupakan salah satu keterampilan abad 21 terpenting yang dibutuhkan dunia kerja atau dunia industri, salah satunya adalah berpikir kritis. Jenis penelitian ini adalah penelitian deskripstif kualitatif dengan tiga subjek penelitian mahasiswa pendidikan matematika UIN Sunan Ampel Surabaya. Instrumen penelitian ini terdiri dari tes tulis dan wawancara yang selanjutnya data dikelompokkan dan dianalisis sesuai dengan indikator berpikir kritis. Berdasarkan hasil analisis data, didapatkan: (1) dua subjek dapat menuliskan dan menyebutkan apa yang dibuktikan pada masalah tersebut namun sebagian benar dan sebagian salah, hanya satu subjek yang menuliskan dengan benar dan lengkap, (2) semua subjek menggambarkan segitiga dengan benar dan simbol-simbol matematika yang ditulis tepat, (3) semua subjek dapat membuktikan teorema dengan cara benar dan sistematis, dan (4) dua subjek melakukan pengecekan kembali namun pengecekannya tidak lengkap dan tidak sistematis, sedangkan satu subjek tidak melakukan pengecekan pembuktian teorema. Jadi dapat disimpulkan bahwa berpikir kritis mahasiswa calon guru matematika pada penelitian ini dalam membuktikan teorema geometri termasuk kategori sangat baik.
Abstract
The purpose of this study is to describe the critical thinking of prospective mathematics teacher students in proving the geometry theorem. Critical thinking is one of the most important 21st-century skills needed by the world of work or industry, one of which is critical thinking. This type of research is a qualitative descriptive study with three research subjects mathematics education students of UIN Sunan Ampel Surabaya. The instrument of this study consisted of written tests and interviews in which the data were grouped and analyzed according to indicators of critical thinking. Based on the results of data analysis, it is found: (1) two subjects can write down and mention what is proven on the problem but some are correct and some are wrong, only one subject writes correctly and completely, (2) all subjects draw triangles correctly and mathematical symbols are written correctly, (3) all subjects can prove theorems correctly and systematically, and (4) two subjects re-check but the checks are incomplete and not systematic, while one subject does not verify the theorem. So it can be concluded that the critical thinking of prospective mathematics teacher students in this study in proving the geometry theorem is very good.
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