Building student critical thinking skills through the peer assessment learning model in calculus materials with the open-ended approach

Abstract

Critical thinking is an ability to be possessed by the students because it is a skill that has been recognized as an important skill in the 21st century. Critical thinking also makes someone think to reason effectively. In addition to having the ability to think critically will improve the competitiveness of students in the work environment. This study was conducted to determine the results of the development of cooperative learning model developed based on peer assessment (1), with the intention of cultivating critical thinking skills. The method used is descriptive qualitative by looking at the work of the Student Worksheet (MFI), the video transcript analysis results of the discussion, and is equipped with a transcript of the interview. The research subjects consisted of 8 students from 32 students offering A and 8 students from 24 students offering B, which is to take a course of Calculus short semester 2018/2019 academic year. Each offering was formed groups of three students in one group. Analysis of the indicator is based on the theory of critical thinking (2), found that: 1) A total of 81% of the students were able to analyze the problem. 2) There is a 58% Skills synthesis (create new ideas) owned by students. And only 30% of students master the skills to recognize and solve problems, summarize and evaluate. Based on the questionnaire responses of students 88% of respondents feel the difference in the learning activities with which they do, 77% of respondents find it easier to understand the learning material through peer assessment learning, 100% of respondents said the meaningfulness of learning, 66% of respondents expressed difficulty in scoring ratings variable accuracy in solving the problem, 88% of respondents the opportunity to share information in one group, and it is easier to gain a learning experience.