The improvement of students' mathematics critical thinking abilities in topic prism and pyramid by using the Problem Posing approach

Abstract

This study aims to determine the increase in mathematical critical thinking skills in high school junior students by applying the Problem Posing approach. One hundred ninety-Two students were sampled, divided into six classes. Samples from the study were two classes (one as the experiment and the other as the control class). The results of this study indicate that 1) based on the average post-Test score, the experimental class is better than the control class; 2) based on the results of N-Gain, the experimental class is better than the control class, even though both are in the medium category; and 3) based on the right-hand t-Test, it is proven that the mathematical critical thinking ability of the experimental class is better than the control class. So, it can be concluded that Problem Posing learning in students can improve mathematics critical thinking skills.