The Effect of Concept Attainment Model on Mathematical Critical Thinking Ability

Autor/inn/en	Angraini, Lilis Marina; Wahyuni, Astri
Titel	The Effect of Concept Attainment Model on Mathematical Critical Thinking Ability
Quelle	In: International Journal of Instruction, 14 (2021) 1, S.727-742 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Mathematics Instruction; Critical Thinking; Mathematical Logic; Mathematics Skills; College Mathematics; College Students; Thinking Skills; Foreign Countries; Mathematical Concepts; Concept Formation; Teaching Methods; Indonesia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Kritisches Denken; Mathematical logics; Mathematische Logik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Collegestudent; Denkfähigkeit; Ausland; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Indonesien
Abstract	This research is generally conducted to solve the difficulties of students in understanding courses in mathematics education especially in the real analysis course, in addition, this research specifically aims to examine, describe and compare differences in the ability to think mathematically critically between students who obtain learning concept attainment model and conventional learning model based on mathematical initial abilities of student. The design of this study was two groups randomized subject post-test only with 2 x 3 factorial design. The subjects of this study were students majoring in Mathematics Education at the Universitas Islam Riau, which consisted of 60 students in semester IV of the 2018th/2019th academic year. The instrument used in this study was a test about mathematical critical thinking skills consisting of 3 indicators. Data processing was performed by parametric test (Anova 2 ways) or non-parametric test followed by Scheffe further tests. From the results of the study obtained information that the mathematical critical thinking abilities of students who use the Concept Attention Model (CAM) learning is better than students who use Conventional Learning (CL) based on mathematical initial abilities of students. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01