USING THE LEARNING OF RECIPROCAL TEACHING BASED ON OPEN ENDED TO IMPROVE MATHEMATICAL CRITICAL THINKING ABILITY

Widodo Winarso; Putri Hardyanti

doi:10.24235/eduma.v8i1.4632

USING THE LEARNING OF RECIPROCAL TEACHING BASED ON OPEN ENDED TO IMPROVE MATHEMATICAL CRITICAL THINKING ABILITY

Widodo Winarso^(1*), Putri Hardyanti⁽²⁾,

(1) IAIN Syekh Nurjati Cireon
(2) IAIN Syekh Nurjati Cirebon
(*) Corresponding Author

Abstract

This study aims to determine the application of reciprocal teaching approach assisted by open-ended problem questions which have implications in improving the mathematical critical thinking skills of students in class VII of Â SMPN 1 Weru Cirebon. This type of research is true experimental research in a randomized pretest-posttest control group design. The instruments used in this study were questionnaires and tests of students' mathematical critical thinking skills. The data analysis technique used is descriptive statistics and inferential statistical analysis with the F test (One Way ANOVA). Based on the results of the descriptive analysis, the responses of the experimental class 1 students> the response of the experimental class 2 students (76.94> 73.42), the results of the improvement in students' critical thinking skills obtained by the experimental class Gain value 1> experiment 2> control (0.65> 0 , 56> 0.48). Based on the inferential analysis, obtained F_count > F_table (25,213> 5,34) and Sig value <0,05, then H0 is rejected, meaning there are significant differences between the three classes. Furthermore, the Tukey's HSD test was obtained that the mean difference value of the experimental class 1> experiment 2> control. Then it can be concluded that the application of the reciprocal teaching model assisted with the open-ended problem has implications in improving the mathematical critical thinking skills of the students

Keywords

Reciprocal teaching approach; Open-ended problem; Critical thinking; Mathematics

Full Text:

PDF

References

Aizikovitsh, E. & Amit, M. (2010). Evaluating an infusion approach to the teaching of critical thinking skills through mathematics. Procedia-Social and Behavioral Sciences, 2 (1), 3818â€“ 3822

Arifin, Z. (2011). Penelitian Pendidikan: Metode dan Paradigma Baru. Jakarta: PT Remaja Rosdakarya.

Baker, R. (2017). Problem-solving. In Agile UX Storytelling (pp. 107-116). Apress, Berkeley, CA.

Baker, S., Gersten, R., & Lee, D. S. (2002). A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 103(1), 51-73.

Biggs, J. (2001). The reflective institution: Assuring and enhancing the quality of teaching and learning. Higher education, 41(3), 221-238.

Bloom, H. S., Bos, J. M., & Lee, S. W. (1999). Using cluster random assignment to measure program impacts: Statistical implications for the evaluation of education programs. Evaluation Review, 23(4), 445-469.

Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for research in mathematics education, 41-62.

Brown, A. L., & Palincsar, A. S. (1987). Reciprocal teaching of comprehension strategies: A natural history of one program for enhancing learning. Ablex Publishing.

Chukwuyenum, A.N. (2013). Impact of Critical thinking on Performance in Mathematics among Senior Secondary School Students in Lagos State. Journal of Research & Method in Education, 3(5), 18-25

Cobb, P; Wood, T; Yackel, E. & McNeal, B. (1992). Characteristics of Classroom mathematics Tradition: An interactional analysis. American Educational Research Journal, 29, 573-604

Dimitrov, D. M., & Rumrill Jr, P. D. (2003). Pretest-posttest designs and measurement of change. Work, 20(2), 159-165.

Doolittle, P. E., Hicks, D., Triplett, C. F., Nichols, W. D., & Young, C. A. (2006). Reciprocal teaching for reading comprehension in higher education: A strategy for fostering the deeper understanding of texts. International Journal of Teaching and Learning in Higher Education, 17(2), 106-118.

Dowaliby, F., & Schumer, H. (1973). Teacher-centered versus student-centered mode of college classroom instruction as related to manifest anxiety. Journal of Educational Psychology, 64(2), 125.

Duplass, J.A. & Ziedler, D.L. (2002). Critical thinking and logical argument. Social Education, 66(5), 10-14

Efendi, N. (2005). Penerapan pengajaran terbalik (reciprocal teaching) untuk menuntaskan hasil belajar siswa sltp pada pokok bahasan perkembangbiakan tumbuhan. Tesis. Surabaya: Pascasarjana UNESA

Ennis, R.H. (1996). Critical Thinking, New Jersey : Prentice Hall, Inc

Facione, P.A. (2011). Critical Thinking: What It Is and Why It Counts. Millbrae, CA: The California Academic Press

Fisher, A. (2009). Berpikir Kritis: Sebuah Pengantar. Jakarta: Erlangga.

Glazer, E. (2001). Using Internet Primary Sources to Teach Critical Thinking Skills in Mathematics. Westport, CT: Greenwood Publishing Group

Granger, E. M., Bevis, T. H., Saka, Y., Southerland, S. A., Sampson, V., & Tate, R. L. (2012). The efficacy of student-centered instruction in supporting science learning. Science, 338(6103), 105-108.

Hastanti, S. S. (2009). Keefektifan Model Pembelajaran Reciprocal Teaching Terhadap Kemampuan Berpikir Kritis dalam Materi Pokok Segiempat di Kelas VII SMP Negeri 4 Pemalang.Universitas Negeri Semarang.

Henningsen, M. & Stein, M.K. (1997). Mathematical tasks and student cognition: classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 25(5), 524-549

Hootman, R. C. (1992). Manual on descriptive analysis testing for sensory evaluation. Philadelphia, PA:: ASTM.

Husnidar, Ikhsan, M., & Rizal, S. (2014). Penerapan Model Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Berpikir Kritis dan Disposisi Matematis Siswa. JurnalDidaktik Matematika, 1(1), 71-82.

Ibrahim, M., Rachmadiarti, F., Nur, M, & Ismono. (2000). Pembelajaran Kooperatif. Surabaya: Unesa University Press

Innabi, H., & Sheikh, O.E. (2006). The change in mathematics teachersâ€™ perceptions of critical thinking after 15 years of educational reform in Jordan, Educational Studies in Mathematics, 64, 45-68

Jacob, S. M., & Sam, H. K. (2008). Measuring critical thinking in problem solving through online discussion forums in First Year University Mathematics. In Proceedings of the Internationals MultiConference of Engineers and Computer Scientists (IMECS), Hong Kong.

Jacob, S.M. (2012). Mathematical achievement and critical thinking skills in asynchronous discussion forums. Procedia - Social and Behavioral Sciences, 31 (2012), 800 â€“ 804

Johnson, E. B. (2007). Contextual Taching And Learning: Menjadikan Kegaiatn BelajarMengajar Mengasyikkan Dan Bermakna. Bandung: Mizan Learning Center (MLC)

Kardi, S. (2002). Strategi Motivasi ARCS. Surabaya: Universitas Negeri Surabaya.

Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance+ Instruction, 26(8), 1-7.

Khabibah, S. (1999). Pengembangan perangkat pembelajaran bedasarkan prinsip pengajaran terbalik pada pokok bahasan persamaan linear di SMU. Tesis. Surabaya: Pascasarjana Universitas Negeri Surabaya

Krulik, S. & Rudnick, J.A. (1995). The New Sourcebook for Teaching Reasoning and Problem Solving in Elementary School. Needham Heights: Allyn dan Bacon.

Kusmanto, H. (2014). Pengaruh Berpikir Kritis Terhadap Kemampuan Siswa dalam Memecahkan Masalah Matematika (Studi Kasus di Kelas VII SMP Wahid Hasyim Moga). Jurnal EduMa, 3(1), 92-106.

Lakatos, I. (2015). Proofs and refutations: The logic of mathematical discovery. Cambridge university press.

Lewis, A. & Smith, D. (1993). Defining Higher Order Thinking. Teory into Practice, 32(3), 131-137

Mason, J., Burton, L. & Stacey, K. (2010). Thinking Mathematically, 2nd edition. London: Pearson Education Limited.

Maulana. (2008). Pendekatan Metakognitif Sebagai Alternatif Pembelajaran Metematika Untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa PGSD. Jurnal Pendidikan Dasar. (10). 39-46.

Mina, E 2006. Pengaruh Pembelajaran Matematika dengan Pendekatan Open-ended terhadap kemampuan Berpikir Kreatif Matematika Siswa SMA Bandung. Bandung: Tesis pada PPs UPI.

Mullis, I., Martin, M.O. & Foy, P. (2012). TIMSS 2011 International Results in Mathematics. Chestnut Hill: TIMSS & PIRLS International Study Center

NCTM. (2000). Principles and Standards For School Mathematics. Reston, VA: NCTM

Newman, D., Griffin, P. & Cole, M. (1989). The Construction Zone: Working For Cognitive Change in School. Mass: Cambridge University Press

Nohda, N. (2001). A study of â€œopen-approachâ€ method in school mathematics teaching-focusing on mathematical problem solving activities. Institute of Education. University of Tsukuba.

Obiunu, J. J. (2008). The effects of reciprocal peer tutoring on the enhancement of career decision making process among secondary school adolescents. Educational Research and Reviews, 3(7), 236-241.

Oczkus, L. D. (2018). Reciprocal teaching at work: Powerful strategies and lessons for improving reading comprehension. ASCD.

OECD. (2014). PISA 2012 Results: What Students Know and Can Do Student Performance in mathematics, Reading and Science. revised edition (Februari).Volume I: OECD Publishing

Oreck, B. (2004). The artistic and professional development of teachers: A study of teachersâ€™ attitudes toward and use of the arts in teaching. Journal of Teacher education, 55(1), 55-69.

Palincar, A & Brown,A. (1984). Model Reciprocal Teaching of Comprehentionforestering and Comprehention-monitoring Activities. Cognition and Instruction

Palincsar, A. S., & Brown, A. L. 1986. Interactive Teaching to Promote Independent Learning From Text. The Reading Teacher 39 (8): 71-77

Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175.

Palmer, J. A. (2002). Environmental education in the 21st century: Theory, practice, progress and promise. Routledge.

Patten, M. L., & Newhart, M. (2017). Understanding research methods: An overview of the essentials. Routledge.

Perkins, C., & Murphy E. (2006). Identifying and measuring individual engagement in critical thinking in online discussions: An exploratory study. Educational Technology & Society, 9(1), 298-307

Rajendran, N.S. (2010). Teaching and Acquiring Higher Order Thinking Skills: Theory and Practice. Tanjong Malim, Perak: Penerbit Universiti Pendidikan Sultan Idris

Rohaeti, E.E. (2010). Critical and Creative Mathematical Thinking of Junior High School Student. Educationist Journal, 4(2), 99-106

Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of educational research, 64(4), 479-530.

Ruseffendi, E.T. 1988. Pengantar Kepada Membantu Guru Mengembangkan Kompetensinya dalam Pengajaran MatemÃ¡tica. Bandung: Tarsito

Rusoni, Elin. 2003. Pembelajaran Matematika dengan Open-ended approach. Buletin LPPG

Semerci, C. (2005). The influence of critical thinking skills on studentsâ€™ achievement. Pakistan Journal of Social Sciences, 3(4), 598-602

Shimada, S dan Becker J.P. (1997) The open-ended approach: A new Proposal for Teaching Mathematics. Virginia : National Cauncil of Teachers of Mathematics

Silver, E.A. and Kenney, P.A. (1995). Sources of Assessment Information for Instructional Guidance in Mathematics. In T.A. Romberg (Ed.). Reform in School Mathematics and Authentic Assessment (pp. 38-68). Albany: State University of New York Press

Slavin, R.E. (1994). Educational psychology: theories and practice. Fourth Edition. Massachussetts: Allyn and Bacon Publishers.

Soedjadi, R. (2000). Kiat Pendidikan Matematika di Indonesia: Konstatasi Keadaan Masa Kini Menuju Harapan Masa Depan. Jakarta: Dirjen Dikti Depdiknas

Tiku, M. L. (1982). Testing linear contrasts of means in experimental design without assuming normality and homogeneity of variances. Biometrical Journal, 24(6), 613-627.

Trianto. (2007). Model Pembelajaran Inovatif Berorientasi Konstruktivis. Jakarta: Prestasi Pustaka Publisher.

Vangel, M. G., & Rukhin, A. L. (1999). Maximum likelihood analysis for heteroscedastic oneâ€way random effects ANOVA in interlaboratory studies. Biometrics, 55(1), 129-136.

Vickers, J. N. (1990). Instructional design for teaching physical activities: A knowledge structures approach. Human Kinetics Publishers

Wijaya, A. (2011). Pendidikan Matematika Realistik: Suatu Alternatif Pendekatan Pembelajaran Matematika. Yogyakarta: Graha Ilmu.

Winarso, W. (2015). Dasar Pengembangan Kurikulum Sekolah. Cirebon: CV. Confident.

Zohar, A. & Dori, Y.J. (2003). Higher Order Thinking Skills and Low Achieving Students: Are They Mutually Exclusive? Journal of the Learning Sciences, 12, 145-181

DOI: 10.24235/eduma.v8i1.4632

Article Metrics

Abstract view : 190 times
PDF - 75 times

Refbacks

There are currently no refbacks.

Username
Password
Remember me