Mathematical Critical Thinking Profile Of Students On Pisa Framework Space And Shape Content Questions Reviewed From Self-Efficacy

Abstract

The critical thinking skills of students in Indonesia are still low. This is attributed to teachers emphasizing solving mathematical problems with given formulas. Therefore, the PISA framework's space and shape content was used in this study to test students' abilities to identify similarities and differences in different objects, analyze the components of objects, and recognize different dimensions and representations. This research aims to describe and obtain students' cognitive knowledge at each stage of the mathematical critical thinking ability in working on PISA's space and shape content framework problems. The five indicators of mathematical critical thinking skills used are demonstrating problem understanding, explaining arguments according to mathematical concepts, using appropriate problem-solving methods, providing systematic modeling or explanations, and using alternative solutions in problem-solving. This qualitative research employed a grounded theory approach. Data were obtained through self-efficacy questionnaires, critical thinking ability tests on spatial geometry, and interviews. The self-efficacy questionnaire results were analyzed and categorized (high, medium, and low), with two students selected from each category as subjects. The research finding show that the indicator of using alternative solutions in mathematical problem-solving is not fulfilled in all three subject categories, which have high, medium, and low self-efficacy. Another aspect found in this study is the need for optimalization of reflective thinking for critical inquiry (contemplating) with effective communication among students or groups. This is necessary for identifying problems, detecting the correctness and errors of answers, and correcting them to draw accurate conclusions.