Development of Geometry Problem-Solving Task Instrument to Identify Critical Thinking of Junior High School Learners
DOI:
https://doi.org/10.35706/radian.v4i4.13207Keywords:
Critical Thinking, Task instrument, Geometry, Problem-solving, Junior High School, Berpikir Kritis, Alat Tugas, Pemecahan Masalah, Sekolah Menengah Pertama, GeometriAbstract
The problem that often occurs is the lack of effective instruments to measure the critical thinking skills of junior high school students in solving geometry problems, so it is necessary to develop measuring tools that can identify the level of critical thinking. This research aims to produce a math task instrument to identify students' critical thinking. The research subjects were junior high school students in Ambarawa.. The development method in this study uses a theoretical development model, namely a model that describes a framework of thinking based on relevant theories and supported by empirical data with the development stages: 1) conducting theoretical studies to formulate aspects or indicators of critical thinking, 2) preparing task grids, 3) compiling task items, 4) conducting task validation, 5) revision, 6) conducting trials, 7) analyzing trial results, and 8) formulating the final instrument of research results. The results concluded that the 2 task items developed according to the validators were suitable for use with revisions and could be used to identify students' critical thinking processes.
Permasalahan yang sering terjadi yaitu kurangnya instrumen yang efektif untuk mengukur kemampuan berpikir kritis siswa SMP dalam menyelesaikan soal-soal geometri, sehingga diperlukan pengembangan alat ukur yang dapat mengidentifikasi tingkat berpikir kritis. Penelitian ini bertujuan untuk mengembangkan alat ukur tugas matematika guna mengidentifikasi kemampuan berpikir kritis siswa. Subjek penelitian adalah siswa sekolah menegah pertama di Ambarawa. Metode pengembangan dalam penelitian ini menggunakan model pengembangan teoretis, yaitu model yang menggambarkan kerangka berpikir berdasarkan teori-teori relevan dan didukung oleh data empiris dengan tahapan pengembangan sebagai berikut: 1) melakukan studi teoretis untuk merumuskan aspek atau indikator berpikir kritis, 2) menyiapkan grid tugas, 3) menyusun item tugas, 4) melakukan validasi tugas, 5) revisi, 6) melakukan uji coba, 7) menganalisis hasil uji coba, dan 8) merumuskan instrumen akhir hasil penelitian. Hasil penelitian menyimpulkan bahwa 2 item tugas yang dikembangkan sesuai dengan validator cocok untuk digunakan dengan revisi dan dapat digunakan untuk mengidentifikasi proses berpikir kritis siswa.
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