The level of criticality and visually intelligence of prospective mathematics teacher in designing STEM-based learning

Abstract

To face the 21st century, we need critical thinking skills and intelligence as the basic skills. STEM-based learning is learning suitable for facing the challenges of the 21st century. For solving problems, visualization is very helpful. This paper discusses the level of criticality and visually intelligence of prospective mathematics teacher students in designing STEM-based learning. Descriptive exploratory research method with a qualitative approach is used as research method. Prospective mathematics teacher students of Universitas PGRI Madiun Mathematics Education Study Program in the 5th semester are the research subjects. The task-based interviews were using to collect the data. To validate the data, we use source and time triangulation. Coding, data reduction, exposure, and categorization are used to analyze valid data in order to obtain conclusions. There are three levels of criticality and visual intelligence of prospective mathematics teacher students in designing STEM-based learning. The first level is students do not / have not shown indicators of critical thinking visually. Students are still fixated on mathematical calculations at the first level. The second level is students begin to show indicators of criticality and visual intelligence. Students have tried to find solutions using pictures but have not succeeded due to a lack of criticality and visual intelligence at second level. The third level is students able to think criticality and visually. Students successfully solve problems that require criticality and visual intelligence at third level.