Critical thinking ability through experiential learning in the calculus class

Abstract

Abstract This quasi-experimental study aims to develop students’ mathematical thinking skills in calculus classes. The learning model used is experiential learning, where students develop mathematical concepts from their own experience, data obtained from Student Worksheets, observations of student activity sheets in discussions to solve problems, and draw conclusions through critical thinking processes. The results of the study show that students’ critical thinking skills that can be developed in this learning model are: interpretation, analysis, evaluation, and making conclusions. With an average score of students in the pretest and posttest is 59.55 and 73.18. Changes in pretest and posttest scores were statistically significant (p<0.05) following completion of the experiential learning program. An increase in the average value of critical thinking skills along with the increasing number of students who are categorized as very critical and critical in the hierarchy of critical thinking abilities category.