Plusminus: Jurnal Pendidikan Matematika
Plusminus: Jurnal Pendidikan Matematika (p-ISSN: 2798-2904 & e-ISSN: 2798-2798) mempublikasikan artikel ilmiah hasil penelitian dalam bidang pendidikan matematika yang belum pernah dipublikasikan. Penulis dapat berasal dari berbagai level, seperti mahasiswa (S1, S2, S3), guru, dosen, praktisi, maupun pemerhati pendidikan matematika. Plusminus terbit tiga kali dalam satu tahun, yaitu pada bulan Maret, Juli, dan November. Penerbit Plusminus adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
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<![CDATA[Peningkatan Kemampuan Pemahaman Konsep Matematis Siswa dengan Model Think Pair Share dan Problem Based Learning ]]>
<![CDATA[Ine Lestari]]>;
<![CDATA[Irena Puji Luritawaty]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 2 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i2.1267
<![CDATA[Kemampuan pemahaman konsep matematis masih rendah. Perlu upaya untuk mengatasi permasalahan tersebut, diantaranya menggunakan model pembelajaran Think Pair Share dan Problem Based Learning. Penelitian dilakukan untuk mengetahui peningkatan dan kualitas peningkatan kemampuan pemahaman matematis siswa dengan kedua model pembelajaran tersebut. Metode penelitian adalah kuasi eksperimen dengan populasi seluruh siswa kelas VII salah satu SMP Negeri di Garut. Sampel dipilih secara acak yaitu kelas VII-G sebagai kelas eksperimen I dan kelas VII-H sebagai kelas eksperimen II. Instrumen berupa tes uraian. Hasil penelitian menunjukkan bahwa peningkatan dan kualitas peningkatan kemampuan pemahaman konsep matematis siswa yang mendapatkan model pembelajaran Think Pair Share lebih baik daripada Problem Based Learning. Model pembelajaran Think Pair Share lebih direkomendasikan untuk diterapkan dalam meningkatkan kemampuan pemahaman konsep matematis. The ability to understand mathematical concepts is still low. Efforts are needed to overcome these problems, including using the Think Pair Share and Problem Based Learning learning models. The research was conducted to determine the improvement and quality of the improvement in students' mathematical understanding abilities with the two learning models. The research method is quasi-experimental with a population of all seventh-grade students of one of the public junior high schools in Garut. Samples were chosen randomly, namely class VII-G as experimental class I and class VII-H as experimental class II. The instrument is a description test. The results showed that the improvement and quality of the improvement in the ability to understand mathematical concepts of students who received the Think Pair Share learning model was better than Problem Based Learning. Think Pair Share learning model is more recommended to be applied in improving the ability to understand mathematical concepts.]]>
<![CDATA[Perbandingan Kemampuan Komunikasi Matematis Siswa antara Problem Based Learning Dan Direct Instruction ]]>
<![CDATA[Hana Hanipah]]>;
<![CDATA[Tina Sri Sumartini]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 1 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i1.1028
<![CDATA[Kemampuan komunikasi matematis yang dimiliki oleh siswa masih rendah, sehingga perlu upaya untuk meningkatkan kemampuan komunikasi matematis siswa salah satunya menggunakan model pembelajaran Problem Based Learning (PBL) dan Direct Instruction (DI). Tujuan penelitian ini untuk menganalisis perbandingan kemampuan komunikasi matematis antara siswa yang mendapatkan model pembelajaran PBL dan DI. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas VII SMP Negeri 1 Tarogong Kaler Garut. Sampel dipilih berdasarkan teknik purposive sampling sebanyak dua kelas yaitu kelas VII-A sebagai kelas eksperimen I yang mendapat model pembelajaran PBL dan kelas VII-B sebagai kelas eksperimen II yang mendapat model pembelajaran DI. Instrumen penelitian yang digunakan berupa tes uraian dan angket. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa kemampuan komunikasi matematis siswa yang mendapatkan model pembelajaran PBL lebih baik daripada siswa yang mendapatkan model pembelajaran DI dengan interpretasi peningkatan kemampuan komunikasi matematis siswa dari kedua kelas berinterpretasi sedang serta sikap siswa terhadap pembelajaran melalui model pembelajaran PBL dan DI berinterpretasi cukup.Mathematical communication skills possessed by students are still low, so it needs efforts to improve students' mathematical communication skills, one of which is using the Problem Based Learning (PBL) and Direct Instruction (DI) learning model. The purpose of this study was to analyze the comparison of mathematical communication skills between students who received PBL and DI learning models. The research method used was quasi-experimental with a population of all seventh-grade students of SMP Negeri 1 Tarogong Kaler Garut. The sample was selected based on the purposive sampling technique consisting of two classes, namely class VII-A as the experimental class I which received the PBL learning model, and class VII-B as the experimental class II which received the DI learning model. The research instruments used were descriptive tests and questionnaires. Based on the results of statistical analysis, it is concluded that the mathematical communication skills of students who get the PBL learning model are better than students who get the DI learning model with the interpretation of the increase in students 'mathematical communication skills from both classes with moderate interpretation and students' attitudes towards learning through the PBL and DI interpreted learning models. enough.]]>
<![CDATA[Perbandingan Kemampuan Pemahaman Matematis Siswa melalui Mood-Understand-Recall-Digest-Expand-Review dan Discovery Learning ]]>
<![CDATA[Devi Silviana]]>;
<![CDATA[Dian Mardiani]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 2 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i2.1262
<![CDATA[Dalam pembelajaran matematika pemahaman merupakan hal yang sangat penting dan merupakan langkah dasar dalam proses pembelajaran. Tujuan dari penelitian ini yaitu untuk mengetahui kemampuan dan peningkatan pemahaman matematis siswa yang mendapatkan model pembelajaran Mood–Understand-Recall-Digest-Expand-Review (MURDER) dan yang mendapatkan model pembelajaran Discovery Learning. Penelitian ini merupakan penelitian kuasi eksperimen di SMP Negeri 1 Cisurupan kelas VII dengan sampel dua kelas, yaitu kelas VII F sebagai kelas eksperimen dengan menggunakan MURDER dan kelas VII G dengan menggunakan Discovery Learning, serta materi yang diajarkan mengenai bangun datar segi empat. Analisis data dilakukan dengan uji normalitas dan statistic non parametric. Berdasarkan hasil analisis, kemampuan pemahaman matematis siswa antara yang mendapatkan model pembelajaran MURDER lebih baik dari pada siswa yang mendapatkan model pembelajaran Discovery Learning. Peningkatan pemahaman matematis siswa terhadap model pembelajaran MURDER dengan model pembelajaran Discovery Learning yaitu tinggi – sedang. Students’ mathematical understanding is still low, so it is needed model learning that helps students to be active and creative in learning; including the Mood–Understand-Recall-Digest-Expand-Review (MURDER) learning model with the Discovery Learning learning model. The purpose of this study is to determine the ability and increase of mathematical understanding of students who get the MURDER learning model and those who get the Discovery Learning learning model. This research is a quasi-experimental study in Cisurupan State Middle 1 class VII with a sample of two classes, namely class VII F as an experimental class using MURDER and VII G classes using the model Discovery Learning, as well as the material taught about rectangular flat builds. Data analysis was performed with normality tests and non parametric statistics. Based on the results of the analysis, the ability of students' mathematical understanding between those who get the learning model MURDER is better than students who get the Discovery Learning learning model. Increasing students' mathematical understanding of the MURDER learning model with the Discovery Learning model, which is high - medium.]]>
<![CDATA[Miskonsepsi Siswa SMP pada Materi Bangun Datar Segiempat ]]>
<![CDATA[Nisa Sri Rahayu]]>;
<![CDATA[Ekasatya Aldila Afriansyah]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 1 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i1.1023
<![CDATA[Penelitian ini dilatarbelakangi oleh hasil penelitian terdahulu yang menunjukan adanya miskonsepsi yang dialami siswa dalam menyelesaikan soal bangun datar segiempat. Tujuan dari penelitian ini adalah untuk menganalisis bentuk miskonsepsi yang dialami siswa SMP dalam menyelesaikan soal bangun datar segiempat. Penelitian ini merupakan penelitian kualitatif. Penelitian dilaksanakan di MTs Negeri 2 Garut yang diikuti oleh siswa kelas VII-E tahun ajaran 2019/2020 sebanyak 31 siswa. Pengambilan sumber data dilakukan secara puposive sampling yang terdiri dari tiga orang siswa, masing-masing siswa berkemampuan tinggi, sedang dan rendah. Instrumen dalam penelitian ini berupa tes dalam bentuk uraian dan option (benar-salah) beserta alasannya. Hasil penelitian menunjukan bahwa terdapat tiga jenis miskonsepsi yang dialami siswa, yaitu miskonsepsi klasifiksaional, miskonsepsi teoritikal dan miskonsepsi korelasional. This research is motivated by the results of previous studies which show that there are misconceptions experienced by students in solving quadrilateral problems. The purpose of this study was to analyze the form of misconceptions experienced by junior high school students in solving two-dimentional figure problems of square. This research is qualitative. The research was conducted at MTs Negeri 2 Garut which was attended by 31 students of class VII-E in the 2019/2020 school year. Retrieval of data sources was carried out by purposive sampling consisting of three students, each student with high, medium, and low abilities. The instrument in this study was a test in the form of a description and options (true-false) along with the reasons. The results showed that there were three types of misconceptions experienced by students, namely classify cultural misconceptions, theoretical misconceptions, and correlational misconceptions.]]>
<![CDATA[Kemampuan Komunikasi Matematis Siswa SMP pada Topik Penyajian Data di Pondok Pesantren ]]>
<![CDATA[Ai Purnamasari]]>;
<![CDATA[Ekasatya Aldila Afriansyah]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 2 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i2.1257
<![CDATA[Siswa tidak mempunyai keberanian untuk bertanya ketika menemukan masalah yang sulit, karna itu kemampuan komunikasi matematis siswa sangat penting untuk dimiliki. Penelitian ini bertujuan untuk memperoleh keterangan lebih lanjut tentang kemampuan komunikasi matematis siswa. Metode penelitian yang digunakan adalah penelitian kualitatif. Subjek penelititan ini adalah 4 siswa kelas VII di Pondok Pesantren At-Taufik Ciucing. Teknik pengumpulan data yang digunakan adalah tes, wawancara, dan observasi. Teknik analisis data yang digunakan adalah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan kondisi akhir dari kemampuan komunikasi matematis siswa, yaitu: indikator pertama sebesar 81,25% artinya sebagian kecil siswa tidak dapat merepresentasikan permasalahan yang dihadapi; indikator kedua sebesar 62,75% artinya sebagian besar siswa mengalami kesulitan dalam hal menjelaskan ide permasalahan secara lisan ataupun tulisan; indikator ketiga sebesar 93,75% artinya hampir semua siswa dapat melukiskan permasalahan pada suatu gambar/diagram; dan indikator keempat sebesar 62,5% artinya sebagian besar siswa mengalami kesulitan dalam hal ini. Students do not dare to ask questions when they find difficult problems, therefore students' mathematical communication skills are very important to have. This study aims to obtain further information about students' mathematical communication skills. The research method used is qualitative research. The subjects of this research were 4 students of class VII at Pondok Pesantren At-Taufik Ciucing. Data collection techniques used are tests, interviews, and observation. Data analysis techniques used are data reduction, data presentation, and concluding. The results of this study indicate the final conditions of students' mathematical communication skills, namely: the first indicator is 81.25%, meaning that a small number of students cannot represent the problems they face; the second indicator of 62.75% means that most students have difficulty in explaining problem ideas orally or in writing; the third indicator of 93.75% means that almost all students can describe the problem on a picture/diagram; the fourth indicator of 62.5% means that most students have difficulty in this matter.]]>
<![CDATA[Perbandingan Kemampuan Komunikasi Matematis Siswa antara Problem Based Learning dan Inquiry Learning ]]>
<![CDATA[Neng Intan Purnama Putri]]>;
<![CDATA[Rostina Sundayana]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 1 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i1.1034
<![CDATA[Keterampilan komunikasi matematis merupakan keterampilan dasar yang harus dimiliki siswa. Fakta menunjukkan bahwa kemampuan komunikasi matematis siswa masih rendah. Diperlukan upaya untuk meningkatkan kemampuan komunikasi matematis, antara lain model Problem Based Learning dan model Pembelajaran Inkuiri. Penelitian ini bertujuan untuk menganalisis perbandingan kemampuan komunikasi matematis siswa dengan model Pembelajaran Berbasis Masalah dan model Pembelajaran Inkuiri, menganalisis kualitas peningkatan, dan menganalisis sikap siswa terhadap kedua model tersebut. Metode penelitian adalah eksperimen semu. Populasi dalam penelitian ini adalah seluruh siswa kelas X salah satu SMA Negeri di Garut, dengan sampel sebanyak 34 siswa di kelas X MIPA 8 sebagai model Problem Based Learning dan 34 siswa di kelas X MIPA 9 dengan model Pembelajaran Inkuiri. Hasil penelitian menyimpulkan bahwa kemampuan komunikasi matematis siswa dengan model Problem Based Learning lebih baik daripada model Pembelajaran Inkuiri, kualitas peningkatan keterampilan komunikasi matematis siswa dengan model Problem Based Learning tinggi dan model Pembelajaran Inkuiri sedang. dan respon siswa terhadap model Problem Based Learning cukup dan model Pembelajaran Inkuiri baik. Mathematical communication skills are the basic skills that students must have. The facts show that students' mathematical communication skills are still low. Efforts are needed to improve mathematical communication skills, including the Problem Based Learning model and the Inquiry Learning model. This study aims to analyze the comparison of students 'mathematical communication skills with the Problem Based Learning model and the Inquiry Learning model, to analyze the quality of the improvement, and to analyze the students' attitudes towards the two models. The research method is quasi-experimental. The population was all students of class X one of the public high schools in Garut, with a sample of 34 students in class X MIPA 8 as the Problem Based Learning model and 34 students in class X MIPA 9 with the Inquiry Learning model. The research concludes that students 'mathematical communication skills with the Problem Based Learning model are better than the Inquiry Learning model, the quality of the improvement in students' mathematical communication skills with the Problem Based Learning model is high and the Inquiry Learning model is moderate, and the student's response to the Problem Based Learning model is sufficient and the Inquiry Learning model is good.]]>
<![CDATA[Peningkatan Kemampuan Representasi Matematis Siswa dengan Pembelajaran Berbasis Masalah Melalui Pendekatan Konstekstual dan Matematika Realistik ]]>
<![CDATA[Anggia Suci Nur Aisyah]]>;
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 2 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i2.1268
<![CDATA[Kemampuan representasi matematis masih rendah. Tujuan penelitian yaitu mengetahui perbedaan peningkatan kemampuan representasi matematis antara siswa yang mendapatkan model pembelajaran berbasis masalah melalui pendekatan kontekstual dan matematika realistik. Metode penelitian yaitu kuasi eksperimen dengan populasi seluruh siswa kelas VIII salah satu SMP swasta di Kadungora. Sampel yaitu kelas VIII-A dan kelas VIII-C. Data diperoleh melalui tes uraian kemampuan representasi matematis. Hasil penelitian menunjukkan tidak terdapat perbedaan peningkatan kemampuan representasi matematis siswa antara yang mendapatkan model pembelajaran berbasis masalah melalui pendekatan kontekstual dan matematika realistic.Kualitas peningkatan kemampuan representasi matematis berinterpretasi sedang. Pendekatan kontekstual dan pendekatan matematika realistik, keduanya dapat digunakan untuk meningkatkan kemampuan representasi matematika.Mathematical representation ability is still low. The purpose of this research is to find out the difference in increasing mathematical representation skills between students who get problem-based learning models through contextual approaches and realistic mathematics. The research method is quasi-experimental with a population of all eighth-grade students of a private junior high school in Kadungora. The samples are class VIII-A and class VIII-C. The data was obtained through a description test of the mathematical representation ability. The results showed that there was no difference in the improvement of students' mathematical representation abilities between those who received problem-based learning models through contextual approaches and realistic mathematics. The quality of improving the ability to interpret mathematical representation is moderate. Contextual approach and realistic mathematical approach, both can be used to improve mathematical representation ability.]]>
<![CDATA[Perbedaan Peningkatan Kemampuan Koneksi dan Disposisi Matematis Siswa antara Model Pembelajaran CTL dan BBL ]]>
<![CDATA[Amellia Femisha]]>;
<![CDATA[Sukanto Sukandar Madio]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 1 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i1.1029
<![CDATA[Kemampuan koneksi matematis merupakan salah satu kompetensi yang penting untuk dikuasai siswa, dan disposisi matematis merupakan kemampuan yang cenderung berfikir secara posisitif tentang matematika. Namun kenyataan menunjukkan bahwa kemampuan koneksi matematis dan disposisi matematis yang dimiliki oleh siswa masih rendah. Sehingga perlu upaya untuk meningkatkan kemampuan koneksi matematis dan disposisi matematis siswa salah satunya menggunakan model pembelajaran Contextual Teaching Learning (CTL) dan model pembelajaran Brain Based Lerning (BBL). Adapun tujuan dari penelitian ini adalah untuk menganalisis perbedaan peningkatan kemampuan koneksi matematis dan disposisi matematis antara yang mendapatkan model pembelajaran CTL dengan BBL. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas XI SMA Negeri 2 Garut. Sampel pada penelitian ini sebanyak dua kelas yaitu kelas XI MIPA 6 sebanyak 35 siswa sebagai kelas eksperimen I yang mendapat model pembelajaran CTL dan kelas XI MIPA 8 sebanyak 31 siswa sebagai kelas eksperimen II yang mendapat model pembelajaran BBL. Instrumen penelitian yang digunakan berupa tes uraian dan angket disposisi matematis. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa terdapat perbedaan peningkatan kemampuan koneksi matematis dan disposisi matematis siswa antara yang mendapatkan model pembelajaran CTL dan BBL. Mathematical connection ability is one of the important competencies for students to master, and mathematical disposition is an ability that tends to think positively about mathematics. However, the reality shows that the mathematical connection ability and mathematical disposition possessed by students is still low. So it needs efforts to improve the mathematical connection skills and mathematical dispositions of students, one of which is using the Contextual Teaching Learning (CTL) learning model and the Brain-Based Learning (BBL) learning model. The purpose of this study is to analyze the differences in the improvement of mathematical connection ability and mathematical disposition between those who get the CTL and BBL learning model. The research method used was quasi-experimental with a population of all class XI students of SMA Negeri 2 Garut. The sample in this study consisted of two classes, namely class XI MIPA 6 as many as 35 students as the experimental class I who received the CTL learning model, and class XI MIPA 8 as many as 31 students as the experimental class II who received the BBL learning model. The research instrument used was in the form of a descriptive test and a mathematical disposition questionnaire. Based on the results of statistical analysis, it is concluded that there is a difference in the improvement of the mathematical connection ability and mathematical disposition of students between those who get the CTL and BBL learning models.]]>
<![CDATA[Kemampuan Representasi Matematis Siswa Melalui Model Problem Based Learning dan Probing Prompting Learning ]]>
<![CDATA[Suwanti Suwanti]]>;
<![CDATA[Iyam Maryati]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 2 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i2.1263
<![CDATA[Kemampuan representasi matematis siswa rendah. Upaya meningkatkan kemampuan representasi matematis diantanya melakukan inovasi model pembelajaran. Tujuan penelitian untuk menganalisis perbedaan dan kualitas peningkatan kemampuan representasi matematis antara siswa yang mendapatkan model pembelajaran problem based learning dengan probing prompting learning, beserta respon sikap siswa. Metode penelitian adalah kuasi eksperimen. Populasi adalah seluruh siswa kelas VIII salah satu SMP swasta di Garut tahun ajaran 2018/2019, sampelnya yaitu kelas VIII-A dan VIII-B. Hasil penelitian menunjukkan terdapat perbedaan kemampuan representasi matematis antara siswa yang mendapatkan model pembelajaran problem based learning dengan probing prompting learning, kualitas peningkatan kemampuan representasi matematis siswa kedua kelas berinterpretasi sedang, dan sikap siswa berinterpretasi baik. Model pembelajaran problem based learning dengan probing prompting learning dapat digunakan dalam pembelajaran untuk meningkatkan kemampuan representasi matematis. The students' mathematical representation ability is low. Efforts to improve mathematical representation skills include innovating learning models. The purpose of the study was to analyze the differences and quality of improvement in mathematical representation skills between students who received the problem-based learning model with probing prompting learning, along with student attitude responses. The research method is quasi-experimental. The population is all class VIII students of one of the private junior high schools in Garut for the 2018/2019 academic year, the samples are class VIII-A and VIII-B. The results showed that there were differences in the ability of mathematical representation between students who received the problem-based learning model with probing prompting learning, the quality of improving the mathematical representation ability of students in both classes had moderate interpretation, and students' attitudes had good interpretations. A problem-based learning model with probing prompting learning can be used in learning to improve mathematical representation abilities.]]>
<![CDATA[Peningkatan Kemampuan Berpikir Kritis dan Disposisi Matematis Siswa Antara Guided Inquiry dan Problem Posing ]]>
<![CDATA[Euis Nurozakiyah Fadilah Rizky]]>;
<![CDATA[Teni Sritresna]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol 1, No 1 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/plusminus.v1i1.1024
<![CDATA[Penelitian ini bertujuan untuk menganalisis perbedaan peningkatan kemampuan berpikir kritis dan disposisi matematis antara yang mendapatkan model pembelajaran Guided Inquiry dan model pembelajaran Problem Posing. Metode penelitian ini adalah eksperimen semu. Instrumen yang digunakan adalah tes kemampuan berpikir kritis matematis, angket skala likert, dan lembar observasi. Populasi dalam penelitian ini adalah seluruh siswa kelas X MIPA di salah satu SMA Negeri di Garut. Sampelnya adalah kelas X MIPA 6 model pembelajaran Guided Inquiry dan kelas X MIPA 1 sebagai kelas model pembelajaran Problem Posing. Pengambilan sampel secara purposif dipilih dalam menentukan sampel. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan peningkatan kemampuan berpikir kritis dan disposisi berpikir kritis matematis siswa antara yang memperoleh model pembelajaran Guided Inquiry dan Problem Posing. Peningkatan kemampuan berpikir kritis siswa yang memperoleh model pembelajaran Guided Inquiry dan Problem Posing diartikan mengalami peningkatan yang tinggi, sedangkan disposisi berpikir kritis keduanya mengalami peningkatan yang rendah. Tidak ada hubungan antara peningkatan kemampuan berpikir kritis melalui disposisi berpikir kritis matematis siswa yang memperoleh model pembelajaran Guided Inquiry dan Problem Posing. This study aimed to analyze the improvement differences of critical thinking skills and mathematical dispositions between those who got the Guided Inquiry learning model and the Problem Posing learning model. The method of this research was quasi-experimental. The instrument was a mathematical critical thinking ability test, a Likert scale questionnaire, and an observation sheet. The population was all students of class X MIPA in one of the public high schools at Garut. The sample was class X MIPA 6 the Guided Inquiry learning model and class X MIPA 1 as the class the Problem Posing learning model. Purposive sampling was chosen in defining the sample. The results showed that there was no difference in the improvement of critical thinking skills and students' mathematical critical thinking dispositions between those who received the Guided Inquiry learning model and Problem Posing. The improvement of students' critical thinking skills who received the Guided Inquiry and Problem Posing learning model was interpreted to have a high increase, while the critical thinking disposition both had a low increase. There was no relationship between critical thinking enhancement through mathematical critical thinking disposition of students who got the Guided Inquiry and Problem Posing learning model.]]>
