Improving Mathematics Critical Thinking Skills of Junior High School Students Using Blended Learning Model (BLM) in GeoGebra Assisted Mathematics Learning

Abstract

This study examines and analyzes the improvement of students' mathematical critical thinking skills who learn using the blended learning model assisted by GeoGebra and students who learn using the blended learning model without the assistance of GeoGebra, seen from the learning and school level. The type of research used is quasi-experimental, using a nonequivalent control-group design. Participants totaled 125 students from class VIII at Middle School in Ternate City, Indonesia. The instrument used is a matter of critical thinking ability test. The study results show that the blended learning model assisted by GeoGebra influences the ability to think critically mathematically in a vast category. At the high school level, the increase in mathematical critical thinking skills among students who studied using the blended learning model assisted by GeoGebra was better than students who learned using the blended learning model without the assistance of GeoGebra, with the improvement in the low category. Middle school level, there is no difference in the improvement of mathematical critical thinking skills between students who learn using the blended learning model assisted by GeoGebra and students who learn using the blended learning model without GeoGebra assistance