2.7 Learning Material
33 2.7.1 The Net Cube and Cuboid
34 2.7.2 Surface Area of Cuboidand Cube
35 2.7.3 Volume of Cube and Cuboid
35 2.8
Sample Implementation of Problem Based Learning Model in Teaching Cube and Cuboid Matter
36 2.9
Sample Implementation of Cooperative Learning Model Think-Pair-Share Type in Teaching Cube and Cuboid Matter
37 2.10 Relevant Research
38 2.11 Conceptual Framework
38 2.12 Hypothesis
40
CHAPTER III RESEARCH METODOLOGY 41
3.1 Place and Time of Research
41 3.2
Population and Sample 41
3.3 Variable and Instrument of Research
42 3.3.1 Variable of Research
42 3.3.2 The Instrument
42 3.3.2.1 Mathematical Critical Thinking Ability Test
42 3.3.2.2 Instrument Trial
55 3.4
Design of Research 59
3.5 Technique of Collecting Data
60 3.6
Technique of Data Analysis 62
3.6.1 Descriptive Analysis 62
3.6.2 Analyzed Assumption Test 62
3.6.2.1 Normality Test 62
3.6.2.2 Homogeneity Test 62
3.6.2.3 Hypotheses Test 62
CHAPTER IV RESULTS AND DISCUSSIONS 66
4.1 Research Result Description
66 4.1.1. The Score of Mathematical Critical Thinking Ability Test 66
4.1.2. The Description of Mathematical Critical Thinking Ability Test
68 4.2
Analysis of Research Data 69
4.2.1. Normality Test 69
4.2.2. Homogeneity Test 70
4.2.3. Hypothesis Test 71
4.3 Research Discussion
73
CHAPTER V CONCLUSION AND SUGGESTION 76
5.1 Conclusion
76 5.2
Suggestion 76
REFERENCES 77
TABLE LIST
Page Table 2.1 Indicators of Critical Thinking Ability
16 Table 3.1 Blue Print of Mathematical Critical Thinking Ability Test
43 Table 3.2 Scoring Guideline of Mathematical Critical Thinking Test
47 Table 3.3 Classification of Validity Interpretation
56 Table 3.4 Result of Validity Test
57 Table 3.5 Classification of Reliability Interpretation
58 Table 4.1 Data of Mathematical Critical Thinking Ability Test in Both
Of Experimental Classes 67
Table 4.2 Mean Percentage of PBL Class and TPS Class 69
Table 4.3 One-sample Kolmogorov-Smirnov test 70
Table 4.4 Homogeneity Variance Test 71
Table 4.5 Independent sample t-test 72
