Critical thinking skills in integral calculus lecture based on mathematical dispositions

Abstract

This study aimed to describe critical thinking skills in integral calculus lecture based on mathematical dispositions. This research used descriptive exploratory methods with instruments: test, scale, observation, and documentation. Data was taken from 105 undergraduate students from the mathematics education study program at a university in Central Java. Critical thinking skills are determined by using four indicators: analyzing problems, concluding and giving explanation, evaluating, and choosing problem-solving strategies. The results showed that: (1) there are no students with high and moderate negative mathematical dispositions; (2) students with low negative mathematical dispositions have poor abilities in evaluating and choosing strategies, and marginally adequate abilities in analyzing and explaining; (3) students with low positive mathematical dispositions have marginally adequate ability in analyzing, adequate abilities in explaining and choosing strategies, and good ability in evaluating; (4) students with moderate positive mathematical dispositions have adequate abilities in explaining and choosing strategies, and good ability in analyzing and evaluating; and (5) students with high positive mathematical dispositions have good abilities in analyzing, explaining, evaluating, and choosing strategies. There was a tendency of increasing achievement on indicators of critical thinking skills based on mathematical dispositions.