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Students' mathematical critical thinking skill: An exploration case study when using argumentation-based learning

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Bibliographic Details
Title: Students' mathematical critical thinking skill: An exploration case study when using argumentation-based learning
Authors: Ardi Dwi Susandi, Sudirman Sudirman
Source: Journal of Advanced Sciences and Mathematics Education, Vol 5, Iss 1, Pp 55-68 (2025)
Publisher Information: FoundAE, 2025.
Publication Year: 2025
Collection: LCC:Mathematics
LCC:Special aspects of education
Subject Terms: exploration student mathematical critical thinking skill argumentation-based learning, Mathematics, QA1-939, Special aspects of education, LC8-6691
Description: Background: Critical thinking skills are essential in addressing the learning challenges faced by students in the 21st century. To foster these skills effectively, it is necessary to adopt specific instructional approaches that enhance students’ mathematical critical thinking within the classroom setting. Aims: This study aims to investigate students’ critical thinking abilities in mathematics during the implementation of the Argumentation-Based Learning Process (ABLP) in classroom instruction. Methods: A qualitative case study design was employed, involving 30 eighth-grade students from an A-accredited school in Indonesia. Data sources included ABLP-based worksheets, audio recordings of student group discussions, and interview transcripts. The collected data were analyzed using a triangulation strategy to ensure accuracy, and peer reviews were conducted to validate the findings. The analysis focused on identifying indicators of critical thinking skills at each stage of the ABLP model. Results: The results show that students demonstrated various levels of critical thinking throughout the ABLP stages. However, not all students consistently met the predetermined indicators at each stage of the process. Despite these variations, the findings suggest that ABLP can be an effective pedagogical approach to foster students’ critical thinking in mathematics. Conclusion: This study concludes that ABLP offers meaningful opportunities for students to develop critical mathematical thinking and should be considered as a strategy in mathematics instruction.
Document Type: article
File Description: electronic resource
Language: English
ISSN: 2798-9852
2798-1606
Relation: https://journal.foundae.com/index.php/jasme/article/view/547; https://doaj.org/toc/2798-9852; https://doaj.org/toc/2798-1606
DOI: 10.58524/jasme.v%vi%i.547
Access URL: https://doaj.org/article/7bcb8d480d354679af77b7db7fce38e0
Accession Number: edsdoj.7bcb8d480d354679af77b7db7fce38e0
Database: Directory of Open Access Journals
Description
Abstract:Background: Critical thinking skills are essential in addressing the learning challenges faced by students in the 21st century. To foster these skills effectively, it is necessary to adopt specific instructional approaches that enhance students’ mathematical critical thinking within the classroom setting. Aims: This study aims to investigate students’ critical thinking abilities in mathematics during the implementation of the Argumentation-Based Learning Process (ABLP) in classroom instruction. Methods: A qualitative case study design was employed, involving 30 eighth-grade students from an A-accredited school in Indonesia. Data sources included ABLP-based worksheets, audio recordings of student group discussions, and interview transcripts. The collected data were analyzed using a triangulation strategy to ensure accuracy, and peer reviews were conducted to validate the findings. The analysis focused on identifying indicators of critical thinking skills at each stage of the ABLP model. Results: The results show that students demonstrated various levels of critical thinking throughout the ABLP stages. However, not all students consistently met the predetermined indicators at each stage of the process. Despite these variations, the findings suggest that ABLP can be an effective pedagogical approach to foster students’ critical thinking in mathematics. Conclusion: This study concludes that ABLP offers meaningful opportunities for students to develop critical mathematical thinking and should be considered as a strategy in mathematics instruction.
ISSN:27989852
27981606
DOI:10.58524/jasme.v%vi%i.547