Critical thinking skills based on mathematical dispositions in problem-based learning

Abstract

Abstract This study aimed to describe students’ critical thinking skills based on mathematical dispositions in Problem-based Learning. This study used descriptive exploratory methods with instruments: test, scale, observation, and documentation. Data was taken from 39 undergraduate students from the mathematics education study program at a university in Central Java. The indicators of critical thinking skills used were abilities in analyzing problems, concluding and giving explanation, evaluating, and choosing problem-solving strategies. The results showed that: (1) there are no students in the negative mathematics disposition group, (2) the enhancement of students’ critical thinking skills in Problem-based Learning belongs to the medium category; (3) students in the low positive mathematical disposition group have marginally adequate abilities in analyzing, explaining, and choosing strategies, and adequate abilities in evaluating; (4) students in the moderate positive mathematical disposition group have adequate abilities in explaining, good abilities in analyzing and choosing strategies, and excellent abilities in evaluating; and (5) students in the high positive mathematical disposition group have good abilities in explaining and choosing strategies, excellent abilities in evaluating and analyzing. There was a trend of increasing the achievement of indicators of critical thinking skills based on mathematical disposition in Problem Based Learning.