Kemampuan Berpikir Kritis melalui Model CPS Terintegrasi TPACK dalam Pembelajaran Matematika
Keywords:
TPACK, CPS, Critical Thinking, MathematicsAbstract
In facing the rapid development of the era, besides having an adaptive attitude, it is necessary to have a strong stance and critical thinking to avoid the negative consequences of the era. This is also the responsibility of teachers to assist students in facing the conditions of the times. Therefore, teachers must provide learning that encourages the improvement of students' critical thinking abilities. Learning activities in the school environment strive to achieve this goal by providing students with abilities in analytics, collaboration, communication, creativity, and the use of the latest technology. Learning in school should be able to improve students' critical thinking abilities. The purpose of this research is to analyze critical thinking abilities through the Creative Problem Solving (CPS) model integrated with TPACK in mathematics learning. The research method used is a literature review method sourced from books, journals, ebooks, or other scientific articles related to critical thinking abilities through the CPS model integrated with TPACK in mathematics learning. The research findings indicate that to develop students' critical thinking skills, adopting an integrated CPS model and TPACK is effective. In this approach, students work collaboratively to identify problems, formulate appropriate strategies to solve complex mathematical problems, and develop their collaborative and communicative skills.
References
Adams, J., Kaczmarczyk, S., Picton, P., & Demian, P. 2010. Problem solving and creativity in engineering: Conclusions of a three year PBL project involving reusable learning objects and robots. Engineering Education, 5(2), 4-17. http://dx.doi.org/10.11120/ened.2010.05020004
Effendi, A., & Fatimah, A. T. 2019. Implementasi Model Pembelajaran Creative Problem Solving untuk Peserta didik Kelas Awal Sekolah Menengah Kejuruan. Jurnal Teorema: Teori dan Riset Matematika, 4(2), 89–98.
H. Tuithof, J. Van Drie, L. Bronkhorst, L. Dorsman & J. Van Tartwijk. 2021. Teachers’ pedagogical content knowledge of two specific historical contexts captured and compared. Educational Studies, 47(2), 1-26. https://doi.org/10.1080/03055698.2021.1877621.
Manurung, SL. 2015. Peningkatan kemampuan berpikir kritis peserta didik melalui penerapan model pembelajaran Creative Problem Solving (CPS) dengan menggunakan software autograph. Jurnal Handayani, 4(2), 1–8. https://doi.org/10.24114/jh.v4i2.2845.
Manurung, T. W. H., & Surya, E. 2017. Penerapan model pembelajaran creative problem solving dalam meningkatkan kemampuan berpikir kreatif matematika pada siswa sekolah menengah pertama (SMP) al hidayah medan. Journal Mathematics Education, 1-14.
Mishra, P., & Koehler, M. J. 2006. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Septian, A. 2019. Pembelajaran dengan model Creative Problem Solving (CPS) untuk meningkatkan kemampuan berpikir kreatif matematis peserta didik. Prisma, 8(2), 182–190.
Sugiano, P. A. W. 2019. Penerapan Model pembelajaran VPS dengan Bantuan Modul Elektronik Terhadap Motivasi Belajar dan Kempuan Berpikir Kreatif di SMA Negeri 8 PekanBaru 2017. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Syafa'atul Khusna, Siti Miskiyah, Moh. Alwi Andiansyah Saputra, Intan Aprilliana Fajri, Nurul Husna Mustika Sari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.