This qualitative-ethnography study described the critical thinking skill based on indicators of interpretation, analysis, evaluation, and inference in solving mathematical problem. The subjects of the study were the headmaster, math teachers, and ninth grade students of a public junior high school in academic year of 2020/2021. The data were collected through observation, field notes, interview, and documentation. Triangulation of sources and technique were used to ensure the data validation in this research. Data analysis technique was done inductively with continuous process along with the data collection. The results of the study showed high initial skills in mathematics become the basic need for the students in developing critical thinking skills based on indicators of interpretation. The improvement of critical thinking based on the indicator of interpretation is accustomed through problem-based learning. Critical thinking process based on the indicator of analysis is cultivated through collaborative learning. In this indicator, the students need special attention from the teacher. There is always the possibility for every student from each level to face difficulties in solving some problems without collaborating with others. The teachers can make more effort to optimize the students’ basic holistic skills in line with their knowledge and experience in order to improve students’ critical thinking skills based on the indicator of inference. In this indicator, teachers should guide the students to improve their critical thinking skills.

Collaborative mathematics learning management: Critical thinking skills in problem solving

Kompetensi literasi numerasi sebagai prasyarat kecakapan hidup di era 4.0 dikembangkan dengan mengintegrasikan pendidikan dalam keluarga,sekolah, dan masyarakat. Penguasaan literasi numerasi menjadi sangat penting tidak hanya bagi siswa, tetapi juga bagi orang tua dan warga masyarakat. Tujuan dalam penelitian ini yaitu: (1) mendeskripsikan kegiatan pembelajaran berorientasi literasi numerasi melalui kegiatan kurikuler di Sekolah Dasar Muhammadiyah Kota Surakarta dan (2) Mendeskripsikan  kegiatan ekstrakurikuler berorientasi literasi numerasi di Sekolah Dasar Muhammadiyah Kota Surakarta. Penelitian ini dilakukan melalui tahap: (1) mengidentifikasi masalah dalam pembelajaran literasi numerasi (2) menentukan fokus masalah  yaitu pembelajaran literasi numerasi di Sekolah Dasar  dalam kegiatan kurikuler dan ekstrakurikuler, (3) menetapkan subyek penelitian, (4) menghimpun data penelitian melalui teknik wawancara, observasi, dan dokumentasi, (5) melakukan analisis menggunakan model alir-interaktif, dan (6) membuat simpulan berdasarkan analisis data dan teori yang ada. Subyek penelitian yang ditentukan adalah kepala sekolah, dua guru kelas V, dan dua penanggung jawab ekstrakurikuler cooking class di SD Muhammadiyah Kota Surakarta. Untuk menguji validitas data penelitian menggunakan triangulasi sumber dan member check. Diperoleh hasil penelitian (1) kegiatan pembelajaran berorientasi literasi numerasi melalui kegiatan kurikuler dilakukan dengan perencanaan (media, bahan belajar,pelaksanaan, dan soal HOTS), pelaksanaan dilakukan secara online dan mandiri, pengendalian melalui kegiatan supervisi dan refleksi. 2) kegiatan ekstrakurikuler yang berorientasi literasi numerasi dilakukan melalui cooking class

Pengelolaan Pembelajaran Berorientasi Literasi Numerasi di Sekolah Dasar dalam Kegiatan Kurikuler dan Ekstrakurikuler

The purpose of this article is twofold: 1) Testing the communication support and organizational culture for learning outcomes in Mathematics indirectly through learning responsibilities, 2) Testing communication support, and organizational culture for learning responsibilities. The research type is correlational quantitative. The study population was 267 students of SMP Negeri 2 Kartasura, Sukoharjo, in 2019/2020. A sample of 160 students was determined by the Slovin formula. Sampling was done by proportional random sampling by lottery. Data collection techniques were carried out with documentation and a closed questionnaire. Data analysis techniques employed path analysis. The results of the study revealed that 1) there was no communication support, school organizational culture, and learning responsibility jointly for mathematics learning outcomes with α = 0.05. Partially, communication, organizational culture, and responsibility significantly supported direct learning outcomes in mathematics. 2) Communication and organizational culture simultaneously supported learning responsibilities with α = 0.05. The amount of communication support and organizational culture simultaneously towards learning responsibilities was 4.9%. Communication support for learning responsibilities was 2.0164%. Besides, organizational culture support for learning responsibilities was 2.56%.

Determinant Factors of Responsibilities and its Impact on Mathematics Learning Outcome of Junior High School Students

Learning in 21 st century is no longer interpreted as process of transfer of knowledge from teachers to students, but rather emphasizes the efforts of teachers to facilitate students in constructing concepts and solving problems independently. The purpose of this study was to describe mathematical collaborative learning in 21 st century. It was qualitative research. The research was conducted at SMP Negeri 1 Colomadu Karanganyar in 2019/2020 academic year. The research instruments included lesson plans, problem solving tasks, and observation sheets. Data validity used time triangulation. Data analyses were done through data collection, data reduction, data presentation, and drawing conclusion. Based on results, 1) The ability of critical thinking: students were skilled in concluding discussion result that had been carried out with logical assumptions and were able to determine the right actions to solve the problems; 2) The ability of creativity: students were skilled at formulating complex problem solving strategies; 3) The ability of collaboration: there was a positive dependence among students so that an academic support system was embodied, in which each group member was commited to achieve mutual success; 4) The ability of communication: there was dynamic interaction between group members and teachers, so that learning occurs effectively.

Mathematical collaborative learning in 21 st century based on national science olympiad in junior high school

Collaborative mathematics learning: Developing mathematical communication skills of junior high school students

Mathematical literacy was urgent to promote the industrial revolution 4.0. There are two purposes of this study. 1) Describing how to develop questions of PISA model in content of uncertainty and data that were valid and feasible. 2) Examining the potential effect of students in complete the questions of PISA model. It was research and development with ADDIE type, which consisted of analysis, design, development, implementation, and evaluation. The research was conducted in SMP Negeri 1 Karanganyar on 2018/2019 academic year. Technique of data collection used: walkthrough, assessment, and task-based interview. Based on findings, this research had produced the questions of PISA model that were valid and feasible in content of uncertainty and data. Valid drawn from the result of validators judgement which states that the questions had developed were good in content, construct, and language. It demonstrated that 26 of 32 students were able to solve the questions of PISA model with the details i.e.: 26 students had achieved level 1 (81.25%), 20 students had achieved level 2 (62.50%), 16 students had achieved level 3 (50.00%), 12 students had achieved level 4 (37.50%), 8 students had achieved level 5 (25.00%), and 4 students had achieved level 6 (12.50%).

https://iopscience.iop.org/article/10.1088/1742-6596/1538/1/012065/pdf

The development of student worksheets: questions of PISA model to analyze the ability of mathematical literacy in junior high school

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The development of student worksheets: questions of PISA model to analyze the ability of mathematical literacy in junior high school