<![CDATA[Penelitian ini merupakan kuasi eksperimen dengan desain penelitian nonequivalent control group. Kelompok eksperimen diberi perlakuan berupa pembelajaran metode pembelajaran Kolawole’s Problem Solving (KPS), sedangkan kelompok kontrol dengan pembelajaran konvensional. Penelitian ini memiliki tujuan untuk menelaah perbedaan peningkatan kemampuan berpikir kritis matematis siswa dan kemampuan representasi visual thinking matematis siswa yang mendapat pembelajaran dengan penerapan metode pembelajaran Kolawole’s problem solving dan pembelajaran konvensional serta ditinjau dari kategori Kemampuan Awal Matematis (KAM) siswa. Selain itu penelitian ini juga bertujuan untuk menelaah interaksi antara pembelajaran (KPS dan konvensional) dan KAM terhadap peningkatan kemampuan berpikir kritis matematis siswa dan kemampuan representasi visual thinking matematis siswa. Penelitian ini melibatkan siswa kelas X SMA di Jakarta. Analisis data dalam pengujian hipotesis digunakan uji Mann-Whitney U dan uji Kruskal Wallis. Hasil penelitian menunjukkan: (1) Peningkatan kemampuan berpikir kritis matematis siswa dengan pembelajaran KPS lebih baik daripada siswa yang mengikuti pembelajaran konvensional; (2) Peningkatan kemampuan representasi visual thinking matematis siswa dengan pembelajaran KPS lebih baik daripada siswa yang mengikuti pembelajaran konvensional; (3) Peningkatan kemampuan berpikir kritis matematis siswa kelas yang diajarkan pembelajaran KPS secara signifikan lebih baik daripada siswa yang diajarkan pembelajaran konvensional berdasarkan kategori KAM rendah sedangkan secara signifikan tidak lebih baik berdasarkan kategori KAM tinggi dan sedang; (4) Peningkatan kemampuan representasi visual thinking matematis siswa kelas yang diajarkan pembelajaran KPS secara signifikan lebih baik daripada siswa yang diajarkan pembelajaran konvensional berdasarkan kategori KAM sedang sedangkan secara signifikan tidak lebih baik berdasarkan kategori KAM tinggi dan rendah; (5) Terdapat pengaruh interaksi metode pembelajaran dan KAM terhadap peningkatan kemampuan berpikir kritis matematis siswa. (6) Tidak terdapat pengaruh interaksi metode pembelajaran dan KAM terhadap peningkatan kemampuan representasi visual thinking matematis siswa. Kata kunci: Kolawole’s, kritis, representasi visual thinking. Abstract: This research is a quasi-experimental design with nonequivalent control group. The experimental group was treated in the implementation Kolawole’s Problem Solving learning method, whereas the control group was treated with conventional learning. This study aims to examine differences in the increase in students' mathematical critical thinking skills and visual thinking mathematical representation abilities of students who receive learning by applying the Kolawole's problem solving learning method and conventional learning and in terms of the students' Initial Mathematical Ability (KAM) category. In addition, this study also aims to examine the interaction between learning (KPS and conventional) and KAM towards improving students' mathematical critical thinking skills and students' mathematical visual thinking representation abilities. This study employed ten graders in one of Senior High Schools in Jakarta. To analyze data, this study used Mann Whitney U test and Kruskal Wallis test. The result revealed that: (1) Students’ improvement of critical thinking ability with KPS teaching method are better than those with conventional teaching method. (2) Students’ improvement of visual thinking of representation ability with KPS teaching method are better than those with conventional teaching method. (3) Students’ improvement of critical thinking ability with KPS teaching method are significantly better than those with conventional teaching method based on low KAM categories but are not significantly better than in conventional learning based on high and medium KAM categories. (4) Students’ improvement of visual thinking of representation ability with KPS teaching method are significantly better than those with conventional teaching method based on medium KAM categories but are not significantly better than those with conventional teaching method based on high and low KAM categories. (5) There is any significant interaction effect students’ teaching method and KAM categories toward the improvement of students’ mathematical critical thinking ability (6) There is no significant interaction effect students’ teaching method and KAM categories toward the improvement of students’ mathematical visual thinking of representation ability.Keywords: Kolawole’s, critical, visual thinking of representation ability.]]>
