CONCLUSION AND SUGGESTION 76 THE DIFFERENCE OF STUDENTS MATHEMATICAL CRITICAL THINKING ABILITY TAUGHT BY PROBLEM BASED LEARNING MODEL AND COOPERATIVE LEARNING MODEL THINK PAIR SHARE (TPS) TYPE IN SMPN 2 LIMA PULUH.

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 FIGURE LIST Page Figure 1.1 Student’s answer for the First Question 2 Figure 1.2 Student’s answer for the Second Question 3 Figure 2.1 Structures, action and products f small group learning 23 Figure 2.2 Cube 33 Figure 2.3 Cuboid 33 Figure 2.4 Cuboid Nets 34 Figure 2.5 Cube Nets 34 Figure 3.1 Procedure of Research 61 Figure 4.1 Histogram of Mathematical Critical Thinking Ability Test in Both of Experimental Classes 68 Figure 4.2 Histogram of Mean Percentage of PBL Class and TPS Class 69 APPENDIX LISTS Page Appendix 1. Lesson Plan 1 PBL Class 81 Appendix 2. Lesson Plan 2 PBL Class 87 Appendix 3. Lesson Plan 3 PBL Class 93 Appendix 4. Lesson Plan 1 TPS Class 99 Appendix 5. Lesson Plan 2 TPS Class 105 Appendix 6. Lesson Plan 3 TPS Class 111 Appendix 7. Student Activity Sheet 1 116 Appendix 8. Student Activity Sheet 2 120 Appendix 9. Student Activity Sheet 3 124 Appendix 10. Syllabus of PBL Class 127 Appendix 11. Syllabus of TPS Class 140 Appendix 12. Observation Sheet of PBL Class 152 Appendix 13. Observation Sheet of TPS Class 155 Appendix 14. Student’s Mathematical Critical Thinking Ability Test Before Doing Validity 158 Appendix 15. Validity Test of Mathematical Critical Thinking Test 161 Appendix 16. Reliability Test Mathematical Critical Thinking Test 165 Appendix 17. Student’s Mathematical Critical Thinking Ability Test 167 Appendix 18. Blue print of Mathematical Critical Thinking Ability Test 169 Appendix 19. Scoring Guideline of Mathematical Critical Thinking Ability Test 171 Appendix 20. Posttest Score of PBL Class and TPS Class 175 Appendix 21. One-Sample Kolmogorov-Smirnov Test 176 Appendix 22. Test of Homogeneity of Variance 177 Appendix 23. Independent Sample Test 178 Appendix 24. r-Table Value of Product Moment 179 Appendix 25. t-Table value of t-Distribution 180 Appendix 26. Documentation 183 1

CHAPTER I INTRODECTION

1.1 Problem Background

Thinking is a natural part of a human being’s interaction with the world. The way of thinking will influence the daily actions. One of the thinking skill is critical thinking. The thinking skills will be learned by students in school through the content of material on mathematics. Mathematics is not only a subject but a way of thinking. Baykul in Biber, 2013 : 110 stresses that mathematics courses should aim to improve such skill as reasoning, critical thinking and problem solving in order to prepare students for life and further education. Critical thinking is required to navigate the ever-complex environment in which they live. Critical thinking is defined as thinking that evaluates reasons and brings thought and actions in line with evaluations. If they do not invest any time in evaluating the information they use, their efforts often result in a low-quality product. Worse, failure to evaluate may result in unfavorable outcomes when teamed with bad decision-making based on flawed information. Fisher 2011 : 11 defines that critical thinking is skilled and active interpretation and evaluation of observation and communications, information and argumentation. Indicator of critical thinking are : 1 The ability to identify the focus the issue, question, or conclusion , 2 The ability to deduce and judge deductions , 3 The ability to consider and reason from premises, reasons, assumptions, positions, and other propositions with which one disagrees or about which one is in doubt without letting the disagreement or doubt interface with one’s thinking “suppositional thinking” Ennis, 1996 : 169. Someone is said as critical thinker when they able to identify the focus the issue, question, or conclusion, able to deduce and judge the deductions, and able to consider and reason from premises, 2 reasons, assumptions, positions, and other propositions with which one disagrees or about which one is in doubt without letting the disagreement or doubt interface with one’s thinking “suppositional thinking” In fact, based on researcher’s preliminary study of students in grade VIII at SMPN 2 Lima Puluh, the students are not able to fulfill the indicator of mathematical critical thinking ability from the problem given. It can be seen from student’s answer sheet when the students have the test about student’s mathematical critical thinking ability. For example, the problem number one is : if known the function 28 5 4 3 ,       f and f b ax x f , then determine the value of a and b Figure 1.1. Student’s answer for The First Poblem From the above figure 1.1 can be seen that they can not identify the focus, where the important information is what known and asked. They can not deduce and judge deductions it seems by they do not giving reason and deduction. It means the student’s mathematical critical thinking ability is low. The problem number two is : if known A={1,2,3,4} and B={a,b,c,d}, explain the set of ordered pair that show one-to-one correspondence from A to B