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The critical thinking ability of middle school students in solving numeracy problems on three-dimensional shapes based on cognitive style.

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Bibliographic Details
Title: The critical thinking ability of middle school students in solving numeracy problems on three-dimensional shapes based on cognitive style.
Authors: Sumitro, Larasati Bias Sekar Setyowati1 (AUTHOR) larasati.bias.2103116@students.um.ac.id, Cahyowati, Ety Tejo Dwi1 (AUTHOR) ety.tejo.fmipa@um.ac.id, Anwar, Lathiful1 (AUTHOR) lathiful.anwar.fmipa@um.ac.id
Source: AIP Conference Proceedings. 2025, Vol. 3446 Issue 1, p1-8. 8p.
Subject Terms: *CRITICAL thinking, *MIDDLE school students, *QUALITATIVE research, *COGNITIVE styles, *NUMERACY, *SURFACE area, *SOLID geometry, *VOLUME (Cubic content)
Geographic Terms: INDONESIA
Abstract: Mathematical critical thinking ability is one of the competencies that students need to master in solving mathematical problems. One of the factors that significantly affect students' critical thinking skills is cognitive style. In line with the demands of the Minimum Competency Assessment (MCA) as a substitute for the National Examination (NE), this study aims to describe the critical thinking skills of students in solving numerical problems on the material of surface area and volume of space in terms of field dependent and field independent (FDI) cognitive styles. This research used descriptive method with qualitative approach. The subjects of this research were VIII grade students of one of the public secondary schools in Malang, Indonesia, in the academic year 2024/2025. Data collection was carried out by giving Group Embedded Figure Test (GEFT) questions, critical thinking ability test questions in the form of numerical problems on the material of the surface area and volume of blocks and tubes, and interviews. Data analysis used includes data reduction, data presentation, and conclusion drawing. The results showed that FI1 was able to fulfill all of Facione's critical thinking indicators. FI2 was able to fulfill the interpretation and analysis indicators. FD1 and FD2 are only able to fulfill the interpretation indicator, while the indicators of analysis, evaluation, inference, and explanation have not been achieved optimally. The existence of this research, can be used as a reference for teachers in developing students' critical thinking skills in solving numerical problems of surface area and volume of beams and tubes based on their cognitive style. Future researchers can also explore other factors that influence the difference in the achievement of critical thinking skills indicators in subjects with similar cognitive styles. [ABSTRACT FROM AUTHOR]
Database: Academic Search Index
Description
Abstract:Mathematical critical thinking ability is one of the competencies that students need to master in solving mathematical problems. One of the factors that significantly affect students' critical thinking skills is cognitive style. In line with the demands of the Minimum Competency Assessment (MCA) as a substitute for the National Examination (NE), this study aims to describe the critical thinking skills of students in solving numerical problems on the material of surface area and volume of space in terms of field dependent and field independent (FDI) cognitive styles. This research used descriptive method with qualitative approach. The subjects of this research were VIII grade students of one of the public secondary schools in Malang, Indonesia, in the academic year 2024/2025. Data collection was carried out by giving Group Embedded Figure Test (GEFT) questions, critical thinking ability test questions in the form of numerical problems on the material of the surface area and volume of blocks and tubes, and interviews. Data analysis used includes data reduction, data presentation, and conclusion drawing. The results showed that FI1 was able to fulfill all of Facione's critical thinking indicators. FI2 was able to fulfill the interpretation and analysis indicators. FD1 and FD2 are only able to fulfill the interpretation indicator, while the indicators of analysis, evaluation, inference, and explanation have not been achieved optimally. The existence of this research, can be used as a reference for teachers in developing students' critical thinking skills in solving numerical problems of surface area and volume of beams and tubes based on their cognitive style. Future researchers can also explore other factors that influence the difference in the achievement of critical thinking skills indicators in subjects with similar cognitive styles. [ABSTRACT FROM AUTHOR]
ISSN:0094243X
DOI:10.1063/5.0309377