Analysis of Students’ Mathematical Critical Thinking Ability Reviewed from the Initial Mathematical Ability

Abstract

This study aimed to analyze the analysis of students’ mathematical critical thinking skills in terms of the initial mathematical abilities of junior high school students on the material equations and linear inequalities of one variable in class VII semester 1. The research subjects were three students of SMP Negeri 4 Demak class VII G. Data collection techniques in the form of questions. Initial Mathematical Ability test, critical thinking ability test questions, and Interviews. They are taking research subjects with specific considerations, namely junior high school students’ mathematical necessary thinking skills. This study uses four essential thinking ability indicators: interpretation, analysis, evaluation, and inference. The approach used is qualitative. Data collection techniques used are written tests and interviews. Data analysis involves the reduction stages, data presentation (data display), and conclusion (verification). The data analysis results show that students with high critical thinking skills can meet all indicators of necessary thinking skills. Students with moderate essential thinking abilities can meet the hands of interpretation and analysis but are less able to meet the indicators of evaluation and inference. Students with low critical thinking abilities cannot meet all existing hands. They are still unable to understand the questions, so when they write what is asked or what is known to be inaccurate, they are less able to make mathematical models and explain what has been done. In this case, the teacher’s role is significant in training students and familiarizing students to work on existing questions so that students’ critical thinking skills develop.