ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATISBERDASARKAN SELF DIRECTED LEARNING READINESSPESERTA DIDIK SMA

• Main Author: Syahar Ramadhania Munawar, - (Author)
• Format: Book
• Published: 2023-08-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/99881/1/S_MAT_1900825_Title.pdf; http://repository.upi.edu/99881/2/S_MAT_1900825_Chapter1.pdf; http://repository.upi.edu/99881/3/S_MAT_1900825_Chapter2.pdf; http://repository.upi.edu/99881/4/S_MAT_1900825_Chapter3.pdf; http://repository.upi.edu/99881/5/S_MAT_1900825_Chapter4.pdf; http://repository.upi.edu/99881/6/S_MAT_1900825_Chapter5.pdf; http://repository.upi.edu/99881/7/S_MAT_1900825_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools

Kemampuan berpikir kritis matematis merupakan kecenderungan dalam berpikir dan bersikap secara kritis dengan cara merumuskan dan mengevaluasi untuk menyelesaikan masalah matematika, sedangkan Self Directed Learning Readiness diartikan sebagai tingkat kesiapan seseorang untuk menjalani kemandirian belajar. Penelitian ini bertujuan untuk mengetahui deskripsi kemampuan berpikir kritis matematis peserta didik ditinjau dari Self Directed Learning Readiness. Pendekatan dalam penelitian ini menggunakan kualitatif dengan metode fenomenologi. Tempat dilakukannya penelitian ini yaitu di salah SMA di Kota Bandung dengan subjek penelitian sebanyak 39 peserta didik kelas X. Kemudian, teknik pengumpulan data dilakukan dengan cara triangulasi yang terdiri dari tes Kemampuan Berpikir Kritis Matematis (KBKM), angket Self Directed Learning Readiness (SDLR), wawancara, dan dokumentasi. Teknik analisis data mengggunakan model Miles and Huberman yang terdiri atas pengumpulan data, reduksi data, penyajian data dan verifikasi data. Adapun, uji keabsahan hasil penelitian penulis menerapkan triangulasi sumber data, triangulasi metode, dan triangulasi dengan teori. Hasil penelitian ini diperoleh bahwa secara keseluruhan kemampuan berpikir kritis matematis dan Self Directed Learning Readiness peserta didik SMA berada pada kategori sedang. Selanjutnya, deskripsi KBKM peserta didik berdasarkan SDLR menyatakan bahwa peserta didik dengan SDLR tinggi menunjukan kemampuan berpikir kritis dalam hal indikator aspek interpretasi, analisis, inferensi, dan evaluasi, sedangkan peserta didik dengan SDLR sedang hanya menunjukan kemampuan berpikir kritis dalam hal indikator aspek interpretasi, dan inferensi. Sementara itu, peserta didik dengan SDLR rendah belum menunjukan kemampuan berpikir kritis matematis pada aspek mana pun. ; Mathematical critical thinking skills are a tendency to think and behave critically by formulating and evaluating to solve mathematical problems, while Self Directed Learning Readiness is defined as a person's level of readiness to undergo independent learning. This study aims to determine the description of students' mathematical critical thinking skills in terms of Self Directed Learning Readiness. The approach in this study uses qualitative with phenomenological methods. The place where this research was conducted was in one of the senior high schools in Bandung City with 39 students in class X as the research subjects. Then, data collection techniques were carried out using triangulation which consists of Mathematical Critical Thinking Skills (KBKM) tests, Self Directed Learning Readiness (SDLR) questionnaires, interviews, and documentation. The data analysis technique uses the Miles and Huberman model which consists of data collection, data reduction, data presentation and data verification. In order to test the validity of the research results, the author applies triangulation of data sources, triangulation of methods, and triangulation with theory. The results of this study showed that the skill to think critically mathematically and Self Directed Learning Readiness of senior high school students was generally in the moderate category. Furthermore, the description of students' KBKM based on SDLR stated that students with high SDLR showed critical thinking skills in terms of indicators of aspects of interpretation, analysis, inference, evaluation, while students with moderate SDLR only showed critical thinking skills in terms of indicators aspects of interpretation and inference. Meanwhile, students with low SDLR have not shown the skill to think critically mathematically in any aspect.