Mathematical Critical Thinking Skills Through Case-Based Learning with Scaffolding in Cross-Study Program Classes - Sunaryo, Yoni; Solihah, Sri; Yulisma, Lia (Mosharafa: Jurnal Pendidikan Matematika, 2024)
Pembelajaran dengan kurikulum merdeka membuat mahasiswa memiliki hak belajar di luar program studinya sehingga pemikiran kritis sangat diperlukan. Guna meningkatkan kemampuan berpikir kritis matematis mahasiswa maka diterapkan Scaffolding pada Case-Based Learning (CBL). Peningkatan kemampuan berpikir kritis matematis mahasiswa di kelas lintas program studi melalui CBL dengan scaffolding merupakan tujuan penelitian ini. Metode penelitian adalah kuasi eksperimen. Instrumen penelitian adalah soal tes uraian kemampuan berpikir kritis matematis. Populasi penelitian adalah mahasiswa tingkat 3 Program Studi Pendidikan Matematika dan Pendidikan Biologi salah satu Universitas di Ciamis. Sampelnya yaitu 31 mahasiswa pendidikan matematika dan 10 mahasiswa pendidikan biologi, dipilih dengan cluster random sampling. Analisis data menggunakan uji gain ternormalisasi. Hasil penelitian menunjukkan kelompok mahasiswa secara keseluruhan, internal, dan eksternal pada kelas eksperimen mempunyai kemampuan berpikir kritis matematis lebih baik dari kelas kontrol. Persentase jumlah mahasiswa yang memperoleh n-gain ketegori tinggi juga lebih besar. Scaffolding pada CBL efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa. Learning with an independent curriculum gives students the right to learn outside their study program so that critical thinking is very necessary. In order to improve students' mathematical critical thinking skills, Scaffolding is applied to Case-Based Learning (CBL). Improving students' mathematical critical thinking skills in cross-study program classes through CBL with scaffolding is the purpose of this study. The research method is quasi-experimental. The research instrument is a descriptive test of mathematical critical thinking skills. The research population was 3rd year students of the Mathematics Education and Biology Education Study Programs at one of the Universities in Ciamis. The sample was 31 mathematics education students and 10 biology education students, selected by cluster random sampling. Data analysis used the normalized gain test. The results showed that the student group as a whole, internally, and externally in the experimental class had better mathematical critical thinking skills than the control class. The percentage of students who obtained a high n-gain category was also greater. Scaffolding in CBL is effective in improving students' critical thinking skills.