Prosiding Icmse 2016

Proceeding
International Conference on Mathematics and Science Education
P
Bandung, October 17th, 2015
Proceeding
P
Proceeding
P
Proceeding
TABLE OF CONTENT
PREFACE
TABLE OF CONTENT
List of Article
An Investigation About The Relationship Between Mathematics Physics And Economics
In Senior High School ........................................................................................................... 1
The Quality of Linear Algebra Achievement Test and its Implications for the Achievement
of Learning Objectives .......................................................................................................... 5
Scientific Inquiry Approach For Math Problem Solving Ability Islamic Senior High School
(MAN) Students .................................................................................................................... 10
Relationship Between The Educational Background With Syntax Model Of Learning
Problem Solving Midwifery Students STIKES ...................................................................... 15
High Order Thinking Skills(HOTs) in Malaysia: Concept and Continuity Efforts................... 22
The Nature of Critical Thinking and Implementation of Learning in Mathematics.................. 31
Critical Thinking In Mathematics Learning At Elementary School........................................ 39
The Effect of Using Counter Example Learning Strategy Towards Students Mathematical
Concept Understanding ......................................................................................................... 47
The Impact of Using Visualisation Technique Towards Mathematics Problem Solving
Involving HOTs Question...................................................................................................... 53
Analysis of Scientific Literacy Through PISA 2015 Framework ............................................ 60
The Concept, Proxy Variables and Significance of Opportunity to Learn ............................... 70
Board Games In Curriculum & Co-Curriculum Activities As A Step Towards Funs And
Sustainability Of Science Education:A Survey In Two Primary Schools In Sarawak .............. 78
Choosing Teaching As A Profession Among Science Teacher Trainees ................................. 83
Problem Based Learning Model With Science Props To Enhancing Students Science
Process Skills And Cognitive Learning Outcome ................................................................... 92
Cooperative Learning Model Design Based On Collaborative Game-Based Learning
Approach As A Soft Scaffolding Strategy: Preliminary Research........................................... 101
Student Worksheet Based On Prediction, Observation, Explanation in Physics Subject for
10th Grade ............................................................................................................................ 113
Cooperative Learning Model Application Type Of Student Teams Achievement Divisions (
Stad ) Increase In The Process Of Science Student Skills ....................................................... 119
The Implementation of Integrating Researching Reasoning Reflecting (3R) Process on
Problem based Learning Model and the Improvement of Senior High School Students
Scientific Literacy : A Literacy Study .................................................................................... 125
Construction of An Instrument Test for Measuring Students Understand of Force and
Newtons Laws ..................................................................................................................... 128
The Development of Performance Assessment Computer Network Server Administration
Skills .................................................................................................................................... 133
Development of A Three-tier Test Diagnostic Instrument to Assess Student's Misconception
About Acids and Bases.......................................................................................................... 147
Need Analysis Study On The Textbook Of Secondary School Teacher .................................. 153
Teaching Chemistry Using Mix And Match Board Game...................................................... 157
Creativity, Interest and Students Entrepreneural Quality at Applied Biology Courses based
on Local Resources: a case study as a basis for improving the quality of biology teacher
education programs ............................................................................................................... 164
Students Reasoning on Decision Making in Cosmetic Products Utility................................... 169
Role of Self Reflection on Ability of Pedagogical Content Knowledge on Genetic Concept
Biology Pre Service Teacher.................................................................................................. 173
0
Proceeding
OTH-1
An Investigation About The Relationship Between Mathematics
Physics And Economics In Senior High School
Maruf Rivaldi1), Wahyudin Abdullah2)
1)
Departement of Mathematics Education, University of Singaper bangsa, Karawang
2)
Post Graduate School, Indonesia University Of Education,Bandung
Article info Abstract

Keywords: The study aims at investigating the corelation between students ability
in mathematics, physics and economics; determining the closest relevant
correlation, contributions, subjects to mathematics; and evaluating their contribution to
mathematics, physics, mathematical physics and economics. This study used quantitative
economics research methods. This method is also called confirmatory method
because the method is suitable for verification / confirmation. The
population of this study were all students of SMAN 1 Telagasari by
sampling using cluster sampling. The data in this study were processed
using regression analysis in SPSS 21 software, then the results showed
that the correlation between mathematics with physics is stronger than
the correlation between mathematics with economics. Correlation
Corresponding Author: mathematics with physics is 0.798, while the mathematical correlation
demarivaldi@yahoo.co.id with the economy is 0.377. Then, the contribution of mathematics to
idinsuteja92@gmail.com physics that 0.873 was greater than the mathematical contributions to
the economy, namely 0.382.
INTRODUCTION
Kurikulum 2013 has three aspects of assessment, namely the aspect of knowledge, skills and
attitude aspect. In Kurikulum 2013, learning materials are downsized because of perceived relate to
each other [1]. Streamlined some learning material contained in Bahasa Indonesia and IPS. a lot of
material on other areas of related to Mathematics learning material Among other vector material
being taught in physics, differential material that is used to calculate the speed on the physics, then
the material that is used to calculate the logarithm of the acidity of a chemical agent. and much
more material mathematic related to the study of science . Basic math skills to make greater
contributions to physics learning achievement compared to the habit of learning [2]. There is the
influence of students who have the math skills of high and low on student achievement in physics
[3]. It shows the relationship between mathematics with physics. In addition to science, social
science some also have an attachment with math.
Teaching materials linear program in mathematical economics used to calculate the
maximum profit of a production or a minimum loss of production on the other hand, the economic
subjects discussed material accounting requires calculating manner in accordance with the
principles and rules of mathematics. The results showed that the accounting Mathematics has a
fairly close relationship [4]. How many of his mathematical teaching materials related teaching
materials other areas of study. As the description that has been described previously, the authors
are interested in examining the relationship / linkages with other subject areas of mathematics
entitled "The Relationship Between Mathematics Physics And Economics In Senior High
School."
Mathematics
Mathematics as a field of science which is a tool think, communicate, tools to solve practical
problems, the elements of logic and intuition, analysis and construction, generality and
individuality and has branches include arithmetic, algebra, geometry and analysis [5]. a branch of
mathematics that includes the role of mathematical knowledge to other fields, inspires and makes
use of new mathematical discoveries and sometimes leads to the development of scientific
P
Proceeding
disciplines are entirely new, such as statistics and game theory. Today, mathematics is used
throughout the world as an essential tool in many fields, including science, engineering, medicine /
medical and social sciences such as economics, and psychology. The development of pure
mathematics may precede or be preceded his or her needs in life. Practical application of
mathematical ideas that become the background of the emergence of pure mathematics are often
discovered later.
Physics
Physics given at secondary level as specialized subjects. Unlike the elementary level, physics
integrated in science lessons. Physics as science has evolved since the beginning of the 14th
century physics together with biology, chemistry, and astronomy is included in a group of science.
Physics is able to foster thinking skills that are useful in solving problems of everyday life. To
learn physics, learners should possess good mathematical ability. The subject of Physics aims to
make the students have the ability to be able to define problems, propose and test hypotheses
through experimentation, design and assemble the experimental instruments, collect, process, and
interpret data, and communicate the results of the experiment orally and in writing. Develop
analytical reasoning ability to think inductively and deductively by using the concepts and
principles from some of these points, it can be deduced that in physics learning, students need to be
given more find direct experiences in everyday life.
Economics
Economics is a part of the subjects in school that studies the behavior of individuals and
communities in an effort to meet their needs. According to Paul A. Samuelson argues that:
economics as a study of the behavior of people and communities to choose how to use scarce
resources and have few alternative uses, in order to produce various commodities, to be channeled,
both today and in the future to the various individuals and groups within a society [6]. Economics
are not subjects that are rote, so students should be taught to recognize the economically with
various facts and events that occur in the real economy.
Economic subjects given at the secondary level as specialized subjects. Unlike the basic
level, economic subjects integrated in social studies. Middle school, one of the lessons learned in
the economy is accounting. Accounting is focused on services and trade accounting behavior.
Therefore, learners are required to understand the company's financial transactions and trade
services as well as record it in an accounting system for financial statements which are prepared in
it all requires calculating manner in accordance with the principles and rules of mathematics.
RESEARCH METHODOLOGY
The method used is survey method with quantitative approach. In the survey, researchers
asked respondents about to some beliefs, opinions, and behaviors characteristic of an object that
has past or present. Survey research is generally undertaken to observe a generalization of
observations that are not deep. According to David Kline Although the method of this survey
method does not require the control group as in the experimental method, but the generalization
that can be done more accurately when used in a representative sample. The population in this
study were students of Class X SMAN 1 Telagasari Karawang sampling using Cluster sampling is
a technique to determine the sample when the object to be studied widely.
RESULTS AND DISCUSSION

The data in this study were obtained after investigators determined the sample then
conducted interviews with subject teachers of mathematics, physics and economics in class XI and
class XI MIA 1 IIS 1. After obtaining the desired data further if the data in SPSS 21 to find the
relationship between mathematics with physics contained in the following figure:
2
Proceeding
Figure 1. Graph Plotting Mathematics with Physics

The figure 1 shows that there is a linear relationship between the subjects of mathematics
with physics. Plot the data also show a wide / variance value of physics more varied if the
mathematical value is low or moderate. The results of the mathematical relationship with economic
output is also presented in the figure below:
Figure 2. Graph Plotting Mathematics with economics

The figure shows that there is a linear relationship between mathematics with economics
although the relationship is not very strong.
Table 1. Pearson correlation Mathematics with Physics
Model R R Square
1 0.798a 0.638
Table 2. Regression coefficients on Mathematical Physics

Unstandardized Coefficients
Model
B Std. Error
1 (Constant) 0.062 0.394
MatMP 0.873 0.121
The calculation results SPSS 21 showed that the correlation between mathematics with
physics in 0.798 that means there is a strong relationship between mathematics with physics. While
it shows that when the math scores increased by 1 (one) point, the value of physics will be
increased by 0.873 points.
Table.3 Pearson correlation Mathematics with economics
Model R R Square
1 0.377a 0.077
Table 4. Regression coefficients on Mathematical economics
Unstandardized
Coefficients
Model B Std. Error
1 (Constant) 2.127 0.527
MatIS 0.382 0.162
P
Proceeding
The calculation results SPSS 21 in the table shows that the correlation between mathematics
with economics, ie 0377 it means there is a relationship but not too strong between mathematics
with economics. Meanwhile in the table shows that when the math scores increased by 1 (one)
point, the economic value will increase by 0.382 points
CONCLUSION
Based on the results of research and discussion, it can be concluded that there is strong
correlation and contribution of mathematics to physics, while between mathematics with
economics, correlation and its contribution is not as big as between mathematics and physics.
As for suggestions from researchers to readers of this research is that readers can add what
the shortage of this research and can complete what has been produced in this study. Then the
researchers also suggested that teaching materials will be taught physics and economics that first
studied in mathematics, because there will be a coordination between mathematics with other areas
of study such as what is desired by the kurikulum 2013.
REFERENCES
Anas, Z., dan Supriyatna, A. 2014. Hitam Putih Kurikulum 2013. Serang: Pustaka Bina Putera.
Lukyto, Tatas. 2009. Hubungan Antara Kemampuan Dasar Matematika Dan Kebiasaan
Belajar Siswa Dengan Prestasi Belajar Fisika Pada Bab Cahaya Siswa Smp Negeri
3 Ponorogo.UNM. Malang
Prasetyo, Herry. 2011. Penerapan Model Problem Based Instruction (PBI) Untuk Meningkatkan
Kemampuan Pemecahan Masalah Matematika pada Pokok Bahasan Bangun Ruang Sisi
Lengkungdi Kelas IX H SMP Negeri 2 Majenang. Skripsi Jurusan Pendidikan Matematika
FMIPA UNY Yogyakarta : tidak dipublikasikan.
Rosita. Buwono dkk. Hubungan hasil belajar akuntansi dengan hasil belajar matematika siswa
Jurusan IPA SMAN 1 SERASAN. Journal pedidikan dan pembelajaran vol 2. No 3. Maret
2013
Uno, Hamzah B. 2008. Model pembelajaran menciptakan proses belajar mengajar yang kreatif dan
efektif. Jakarta: Bumi Aksara
Sukwiaty. 2009. Ekonomi SMA Kelas X. Jakarta: Yudistira.
Sugiyono. 2011. Metode Penelitian Pendidikan. Bandung: Alfabeta
4
Proceeding
AST-2
The Quality of Linear Algebra Achievement Test and its
Implications for the Achievement of Learning Objectives
Rahayu Kariadinata
Study Program of Mathematics Education State Islamic University (UIN) Sunan Gunung
Djati Bandung- Indonesia

Keywords: This study aims to describe the quality of test items Linear Algebra
learning outcomes. The items were analyzed based on the level of
Analysis items, reliability, validity, distinguishing items and level of difficulty of
Validity, items. This research is a descriptive study using a quantitative
Reliability, approach because all of the data or information obtained is in the form
Revel of the difficulty items, of figures and analyzed statistically using ANATES program of
Distinguishing items version 4.0. developed by Karno To and Yudi Wibisono. Subjects in
this study were students of 3rd semester of academic year 2015/2016
study program Mathematics Education UIN Bandung. The conclusion
of this study are: 1) based on the validity of theoretical, test items
Linear Algebra has qualified, it is based on the assessment results
validator which includes aspects of material, construction and
language / culture, while based on the validity of the empirical terms,
described as follows: a) in terms of the validity of high category / well,
the score each items has parallels with the direction of the total score.
Based on the analysis, 9 items invalid (90%) and 1 item invalid
(10%), b) in terms of the level of reliability, high category with a
reliability index of 0.793, thus Linear Algebra test items that have a
Corresponding Author: degree of consistency is reliable so that it can be trusted, c) in terms of
the level difficulty of items, items difficult there are 2 of the 10 points
rahayu_kariadinata@yahoo.co.id (20%), item currently there are 3 of the 10 points (30%), item easy
there are 4 of the 10 points (40%), and the items are very easy there
are 1 of 10 points (10%), d) in terms of distinguishing items good
categories, item by distinguishing very good there are 5 of the 10
points (50%), item by distinguishing enough there are 3 of the 10
points (30%) and items with the distinguishing ugly there are 2 of 10
grains (20%). 2) Linear Algebra lectures goal achievement through
achievement test reached 68% of these results are based on
peresentase sum of correct answers on each item on divided by the
sumr of students.
INTRODUCTION
Assessment of student learning outcomes is an attempt to assess the competence of students

who must have her by collecting data through the procedures and assessment tools in accordance
with the competence or learning outcomes that will be judged. To be able to develop instruments
with good ratings, the item writers should understand the principles of evaluation, the signs of
writing items, and the steps to create items.
In each of the middle and end of the semester, teachers are required to make the test material for
the purpose of a midterm (UTS) and Final Exam (UAS). The test materials are used as learning
assessments that have been implemented over the middle to the end of the semester. Evaluation is
said to be effective if you use the proper test. Test as an assessment tool in education has an
important role in measuring the achievement of student learning outcomes
According Djemari Mardapi (2008: 67) test is one way of evaluation tools to assess the amount
of a person's ability to stimuli or questions. Tests can also be interpreted as a number of questions
that must be given answers to the purpose of measuring a person's level of ability. Test participants'
responses to a number of questions can describe a person's ability in a specific field. Through the
P
Proceeding
test, the teacher can obtain information about the success or failure of students in mastering the
objectives of the course that has been set in the curriculum or program and the semester learning
activities that have been created by teachers
Teacher-made tests can be grouped into: (1) the test corresponding to the characteristics of
teaching subjects ie whether the description or objective, (2) based on the type of stimulus material
that is verbal and non-verbal, (3) based on the purpose, such as achievement and performance.
teacher-made tests may affect the effectiveness of learning programs and learning outcomes of
students. Therefore, teachers are required to be able to create their own tests, both the description
and objective measures of student learning outcomes.
A good test need to consider the validity and reliability. As according to the Ministry of
Education (2008: 3) that the requirement that a qualified items is that the items must be valid and
reliable. Valid means that each measuring instrument measures only one dimension / aspect only.
Reliable means that each measuring instrument should be able to provide precise measurement
results, careful, and steady. Achievement test is said to be valid if it can measure exactly the state
you want to measure (Purwanto, 2011: 115).
To be able to produce items are valid and reliable, author of items must formulate blue-print
and write items based on the rule-writing is good writing conventions about the form of objective
/multiple choice, description or practice, then the items was analyzed to determine the level of
validity and reliability. Analysis items is a systematic procedure that will provide highly
specialized information to the test items were prepared (Arikunto, 2006: 205). Analysis of items is
the assessment of test questions in order to obtain the questions that have sufficient quality.
Analysis conducted on the basis of a test called the empirical analysis. While the analysis is based
on the characteristics shown in the test without trial called rational analysis, because it is done on
the basis of the ratio.
The empirical analysis (quantitative) includes measurements of item difficulty and
discrimination items which included the deployment items, distractors, level of difficulty grains,
distinguishing buitr, the validity of items, and reliability of the test (Sudjana, 2008).
Based on the description that has been presented, encourage researchers to conduct research on
the quality of test items Linear Algebra implications for the achievement of learning objectives.
Form of written test (description). The quality of test items Linear Algebra learning outcomes are
assessed views of the degree of reliability of the test, the validity of the items, distinguishing item,
and the level of difficulty of items.
Problem Formulation
The problems of this study are:
1. How is the quality of Linear Algebra tets, in terms of the validity of theoretical (qualitative) and
the validity of the empirical (quantitative) on the aspect, the level of reliability, validity items,
level of difficulty items, and the level of distinguishing items?
2. How is the level of achievement of learning objectives through Linear Algebra achievement test
?
Objective
The aim of this study for :
1. Knowing the level of quality items Linear Algebra achievement test
2. Knowing the level of achievement of learning objectives through Linear Algebra achievement
test
Learning Achievement Tests
In the world of education, learning achievement tests is an activity that is often done.
Achievement test done to measure the extent of learners in understanding teaching materials.
Additionally achievement test is a measure that is most widely used to determine the success of a
person in a learning process. Learning achievement tests can be made in the form of descriptions
and objective form. Assessment of learning outcomes can also be done through various means,
such as performance assessment (performance), attitude assessment, written assessment (paper and
pencil test), project assessment, product assessment, assessment through a collection of work /
work of students (portfolio), and self-assessment. (Anas Sudijono, 2009)
6
Proceeding
Learning achievement test usually consists of a number of items that have a certain difficulty
level (easy, medium, and hard). Such tests should be done learners within a specified time.
Therefore, learning achievement test is a power test, the intention is to measure the ability of
learners in answering any questions or concerns. In designing the learning achievement tests,
educators can choose the technical assessment through test consisting of three types, namely (a)
written test (b) an oral test, and (c) test actions (Ministry of Education, 2008: 6).
Analysis of Item Test
According Arikunto (2009) analysis of the items is a systematic procedure, which will provide
information that is very specific to items. Analysis of items intended to hold identification items
were good, less good items, and items that ugly, a good test is a test that can serve as a
measurement of learning outcomes for students. Through analysis of the items can be obtained
information about the ugliness of an items and clues to make improvements.
1. The validity of theoretical (qualitative)
Validation of theoretical (qualitative) is the process of validating items by writing conventions
items, which are reviewed in terms of material, construction, language / culture, the truth of the key
answer / guidance score performed by several reviewers. The trick is some reviewers awarded:
those items that will be explored, the format of the review and validation guidelines
2. The validity of the empirical (quantitative)
Empirical validation (quantitative) is the validation of items based on the empirical data of the
items concerned. This empirical data obtained from items that have been tested on students.
Validated aspect of any items, namely: the level of test reliability, validity items, distinguishing
items, items and level of difficulty of deployment choice answers (for a matter of objective form)
or frequency response at each answer choice.
the validity of
theoretical
Linear (qualitative)
Analysis Quality of Achievement
Algebra Validity
Result items of Learning Objectives
Achievement Process
the validity of
test
the empirical
(quantitative)
Figure 1. Framework Research
This research is a descriptive study using a quantitative approach because all of the data or
information obtained is in the form of figures and analyzed statistically using ANATES program of
version 4.0. developed by Karno To and Yudi Wibisono. Subjects in this study were students of
3rd semester of academic year 2015/2016 study program Mathematics Education UIN Bandung.
The data used in this study is the syllabus and class events unit of Linear Algebra, blue-print of
items, those items midtest, and answer students.
To test the quality of the items tested by analyzing of the validity of theoretical (qualitative) and
the validity of the empirical (quantitative) on the aspect, the level of reliability, validity items, level
of difficulty items, and the level of distinguishing items.

Based on the validation of the theoretical (qualitative) conducted by three validator, the result,
that all the indicators, namely the aspect of material, Construction and Language / Culture, overall
it has been suitable/eligible,but the construction aspects of the number 8) tables, images, graphics,
maps, or the like is presented clearly and legibly, not fulfilled, because the items no picture / table /
graph. This is because the material being tested does not need tables, pictures, graphs, maps, or the
like. The results of the validation of the validator can be seen in Table 1.
P
Proceeding
Tabel 1. Results of Validation of the Theoretical (Qualitative)

Validity Assessment for Items
Validator
1 2 3 4 5 6 7 8 9 10
Validator 1 * * * * * * ** * * *
Validator 2 * * * * * * * ** * *
Validator 3 * * * * ** * * * * *
Source: Primary Data Processed
Information :
* : Proper to use
** : Decent Used to Repair
Based on the validation of the empirical (quantitative) , the results are as follows: empirically
determined by the uality of the statistics items which include: the level of reliability test, validity
items, the level of difficulty items and distinguishing items. Based on the analysis obtained
reliability coefficient was 0.793 including high category, and it can be concluded that the item was
reliable. Result of the validation of the empirical (quantitative) can be seen in Table 2 and Table 3.
Tabel 2. Result of Linear Algebra Achievement Test

Difficulty level of Distinguishing of
Validity
items items Conclu-
Items
Coeffi- Interpre- Coeffi Interpre- Coeffi Interpre- sion
cient tation -cient tation -cient tation
1. 0,15 very low 0,98 very easy 0,00 ugly not used
2. 0,36 low 0,77 easy 0,17 ugly not used
3. 0,29 low 0,80 easy 0,23 moderate revised
6. 0,55 Moderate 0,56 moderate 0,84 very good be used
7. 0,71 high 0,68 moderate 0,95 very good be used
8. 0,86 high 0,56 moderate 1,07 very good be used
9. 0,77 high 0,25 difficult 0,74 very good be used
10. 0,70 high 0,22 difficult 0,91 very good be used
Tabel 3. Quality of Linear Algebra Learning Achievement Test

Category Items Sum Percentage
Very Good (be Used) 6,7,8,9,10 5 50%
Moderate ( revised) 3,4,5 3 30%
Ugly (not used) 1,2 2 20%
CONCLUSION
Based on the analysis and discussion, we concluded as follows:
1) based on the validity of theoretical, test items Linear Algebra has qualified, it is based on the
assessment results validator which includes aspects of material, construction and language /
culture, while based on the validity of the empirical terms, described as follows:
a. in terms of the validity of high category / well, the score each items has parallels with the
direction of the total score. Based on the analysis, 9 items invalid (90%) and 1 item invalid
(10%),
b. in terms of the level of reliability, high category with a reliability index of 0.793, thus Linear
Algebra test items that have a degree of consistency is reliable so that it can be trusted,
c. in terms of the level difficulty of items, items difficult there are 2 of the 10 points (20%), item
currently there are 3 of the 10 points (30%), item easy there are 4 of the 10 points (40%), and
the items are very easy there are 1 of 10 points (10%),
8
Proceeding
d. in terms of distinguishing items good categories, item by distinguishing very good there are 5
of the 10 points (50%), item by distinguishing enough there are 3 of the 10 points (30%) and
items with the distinguishing ugly there are 2 of 10 grains (20%)
REFERENCES
Arikunto, Suharsimi.(2002).Prosedur Penelitian Suatu Pendekatan Praktek.Edisi Revisi V Jakarta:

Rineka Cipta.
Arikunto, Suharsimi. (2006)Dasar-dasar Evaluasi Pendidikan. Jakarta: PT. Bumi Aksara.
Depdiknas. (2008).Panduan Penulisan Butir Soal. Jakarta :Ditjen Manajemen Pendidikan Dasar
dan Menengah, Direktorat Pembinaan Sekolah Menengah Atas.
Depdiknas.(2008). Panduan Analisis Butir Soal. Jakarta: Ditjen Manajemen Pendidikan Dasar dan
Menengah, Direktorat Pembinaan Sekolah Menengah Atas.
Djemari Mardapi.(2008).Teknik Penyusunan Instrumen dan Nontes. Yogyakarta: Mitra Cendikia

Offset.
Purwanto. (2009 ).Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar.
Sudijono, Anas.(2009).Pengantar Evaluasi Pendidikan.Jakarta : Raja Grafindo Persada
Sudijono, Anas. (2011).Pengantar Evaluasi Pendidikan. Jakarta : PT Rajagrafindo Persada.
Sudjana,N.(2008).Penilaian Hasil Belajar Mengajar. Rosdakarya, Bandung.
Sugiyono.(2011). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D.

Bandung: Alfabeta.
P
Proceeding
MST-5
Scientific Inquiry Approach For Math Problem Solving Ability
Islamic Senior High School (MAN) Students
Wahyudin Abdullah, Pirmansyah
Department of Mathematics Education Indonesia University of Education, Bandung
Keywords: This study examines the mathematical problem solving abilities among
the students whose learning approach scientific inquiry and student
Scientific Inquiry, learning using teacher centered approach. The method used is quasi-
Mathematical problem experimental, with a population of 146 students. The results showed
solving abylity. that; 1) the ability of solving mathematical problems got learning by
using scientific inquiry approach better than students who received
teacher centered learning approaches; 2) overall response of students
Corresponding Author: who study mathematics by using scientific inquiry approach showed a
positive attitude. It is obtained from the questionnaire results with
idinsuteja92@gmail.com indicators of: (a) the seriousness of learning and liking for mathematics.
(B) A Scientific Inquiry approach to use in learning mathematics. (C)
the seriousness and the ability to think in solving problems
troubleshooting
INTRODUCTION
In general, one of the goals of mathematics learning in school is to solve problems in daily
life through basic training with logical thinking, critical and creative. Mathematics learning should
be improved to develop the students' ability to think logically, critically, creatively and initiative in
responding to problems that occur Problem-solving skills acquired in a study of mathematics in
general can be transferred for use in solving other problems in daily life, The skill of problem
solving is acquiring the knowledge that will lead one to a solution, and ones ability to combine
that knowledge in a ready To use format and utilize it to find a solution.
This means problem-solving ability is knowledge which requires a special skill in finding
solutions to the problems faced by combining the concepts and rules that have been obtained
previously, in order to obtain the path to reach a desired goal. Problem solving capabilities
including a skill, because in solving the problem involves all aspects of knowledge (memory,
comprehension, application, analysis, synthesis, and evaluation) and attitude willing to accept the
challenge.
Although math get more time than the other subjects in school learning, but students give
less attention to this lesson because students think math lesson was scary and have problems
difficult to solve. The causes include the material factors and the learning process. lots and learning
materials focused solely on teachers (teacher centered) makes the learning process becomes
monotonous and less interesting. These issues are always relevant for all educational actors in
finding a strategy or approach to learning as well as possible.
The learning approach chosen with the expectation it can be useful for efforts to improve
mathematics learning process to improve students' mathematical problem solving abilities in
particular and in general mathematics achievement of students. approach is the first step in forming
an idea of looking at a problem or object of study. This approach will shape the implementation of
these ideas to describe the treatment applied to the problem or object of study that will be handled.
The approach is a series of scientific inquiry learning process that involves students
systematically acquire knowledge and can formulate its own inventions with aplomb Scientific
inquiry is a powerful way of understanding science content. Students learn how to ask questions
and use evidence to answer them. In the process of learning the strategies of scientific inquiry,
students learn to conduct an investigation and collect evidence from a variety of sources, develop
an explanation from the data, and communicate and defend their conclusions.
Approach to scientific inquiry other than to make the students more active in constructing
their knowledge and skills, can also encourage students to undertake an investigation to find the
10
Proceeding
facts of a phenomenon or event. That is, in the learning process, students are taught and
conditioned to discover the scientific truth and solve mathematical problems Scientific inquiry
reflects how scientists come to understand the natural world, and it is at the heart of how students
learn. From a very early age, children interact with their environment, ask questions, and seek
ways to answer those questions. Understanding science content is significantly enhanced when
ideas are anchored to inquiry experiences.
Scientific inquiry seeks learning students to recognize the problem, formulating a problem,
finding a solution or test the temporary answer to a problem / question with an investigation (find
facts through sensing), finally able to draw conclusions and to present it orally and in writing
By applying scientific inquiry approach to learning, students are taught and conditioned to
find scientific truth, can think critically and solve mathematical problems. Based on the description
above, the writer is interested in studying about scientific inquiry approach to mathematics
problem solving ability of students. as for the purpose of this study was to determine the ability of
solving mathematical problems students acquire scientific inquiry approach to learning with better
than students who received teacher centered learning approach. Formulation of the problem in this
research is: 1) Is mathematics problem solving ability of students who obtain scientific inquiry
learning approach is better than the mathematical problem solving ability of students obtaining
teacher centered learning approaches; 2) How is the response of students who got to use traditional
learning approach to scientific inquiry and problems solving math problems?
1. The ability of students' mathematical problem solving

Problem solving ability is very important for students and their future. Problem solving skill
is defined as a cognitive-affective behavioral process through which an individual or group
identifies or discovers effective means of coping with problem encountered in everyday living.[4]
Therefore, solving the problem is the process of receiving the challenge and work hard to resolve
problems. In addressing the problem of students have to work hard to accept the challenge to solve
its problems problem solving in an effort to find a way out of a difficulty, achieve a goal which
is not immediately achievable.
A variety of thinking skills of the students such as: memory, understanding, and application
of various theorems, rules, formulas, the arguments, and the law will be very helpful in solving a
mathematical problem faced by the students. Problem solving refers to a goal directed sequence of
cognitive operations. Selain itu, Problem solving ability is the basic skill of identifying a problem
and taking steps to resolve problem).[1] It can be concluded that the problem-solving ability is
knowledge which requires a special skill in finding solutions to the problems faced by combining
the concepts and rules that have been obtained previously, in order to obtain the path to reach a
desired goal. The importance of the use of steps to solve a problem, show that the answer to
solving the problem is not easily obtained, but must go through a variety of procedural steps
and was able to link the concepts that have been there before.
2. Scientific Inquiry Approach

Scientific inquiry is viewed as a teaching approach used to communicate scientific
knowledge to students as opposed to an educational outcome that students are expected to learn
about and learn how to do.[6] Approach to scientific inquiry is a series of learning in which
students in obtaining the information systematically and logically. The approach in this study is
expected to improve learning outcomes and foster students.
Scientific inquiry as the diverse ways in which scientists study the natural world and propose
explanations based on the evidence derived from their work. Scientific inquiry also refers to the
activities through which students develop knowledge and understanding of scientific ideas, as well
as an understanding of how scientists study the natural world.[7] The students learn how to ask and
use the evidence to answer. In the process of scientific inquiry learning, students learn to conduct
an investigation and collect data from various sources, develop a description of the data and
communicate the conclusions mereka.Pendekatan scientific inquiry aims to develop students' skills
in problem solving through a scientific activity (scientific) by comparing problems with the real
conditions in the area of science, helping students identify the concept or method of problem
solving and design a way to solve the problem.
P
Proceeding
The method used is a quasi-experimental research methods. This method has the control
group, but not able to function fully to control external variables that affect the implementation of
the experiment. Quasi-experimental research is research that is closer to real trial where it is
impossible to hold control / manipulate all relevant variables, there must be a compromise in
determining the appropriate internal and external validity of existing boundaries.[8] This research
use only posttest research design. The population in this study were students of class X MAN
Rengasdengklok Karawang. sampling using purposive sampling that is sampling technique with a
certain considerations.

Mathematical Problem Solving Ability
The purpose of this study was to determine the problem solving ability of students who
received learning by using scientific inquiry approach and students who obtain learning by using
teacher centered approach. Descriptive analyzes are presented in the following table1.
Table 1. Descriptive analyzes problem solving ability of students
Postest
Class Skor Ideal
Average S xmin xmaks
Eksperiment 18 11.40 1.748 8,00 15,00
Control 18 10.14 1.849 7,00 15,00
Then the data is processed by using a non-parametric test of Mann-Whitney U to see the
mathematical problem solving ability of students to scientific inquiry approach. Presented in the
following table 2.
Tabel 2. Mann-Whitney U mathematical problem solving ability of students
Test Statisticsa
Problem Solving
Mann-Whitney U 408,500
Wilcoxon W 1038,500
Z -2,426
Asymp. Sig. (2-tailed) ,015
Based on the above table, the significant value on a 2-tailed test non-parametric Mann-
Whitney U to score postes students' mathematical problem solving ability of 0.015, smaller than
= 0.05, then H0 is rejected. It shows that at the 95% confidence level, mathematical problem
solving ability of students who obtain scientific inquiry learning approach is better than the
mathematical problem solving ability of students obtaining teacher centered learning approach.
In line with the study of theory, that the scientific approach to develop the students' ability to
solve problems through a scientific activity (scientific) by comparing the problem to the real
conditions in the area of science, helping students identify the concept or method of problem
solving and design a way to solve the problem. Problem-solving skills acquired in a teaching
mathematics in general can be transferred for use in solving other problems in daily life.
The response of students to learning
Award questionnaire in the experimental class aims to determine student response after
following mathematical learning using scientific inquiry approach. Questionnaires were given
consisted of 20 statements which includes three indicators. namely: (1) Demonstrate the
seriousness of learning and liking for mathematics. (2) Shows preference for the use of Scientific
Inquiry approach in mathematics. (3) Demonstrate sincerity and thinking skills by mastering the
problems of solving a given problem. The following are presented in the table 3.
Tabel 3. Result student response (questionnaire) at experimental class
Statement Attitude score
Item Answer
SS S TS STS Item class
1 Positif Frekuensi 14 15 3 3 3,97
% 40 42,86 8,57 8,57 3,69
2 Postif Frekuensi 8 18 7 2 3,65
12
Proceeding

Item Answer
% 22,86 51,43 20 5,71
4 Positif Frekuensi 9 24 2 0 4,14
% 25,71 68,57 5,71 0
3 Negatif Frekuensi 9 8 10 8 3,00
% 25,71 22,86 28,57 22,86
Based on the data in the table to the indicator shows the seriousness of learning and liking
for mathematics known that 68.57% of students do not want to miss in the following math other
than that only 5.71% of students do not prepare mathematics learning tools. For indicators show
sensitivity to the use of Scientific Inquiry approach in learning mathematics are presented in the
following table 4.
Item Answer
Frekuensi 8 22 5 0
6 Positif 3,94
% 22,86 62,86 14,29 0
Frekuensi 4 19 8 4
7 Positif 3,31
% 11,43 54,29 22,86 11,43
Frekuensi 13 13 4 5
9 Positif 3,71
% 37,14 37,14 11,43 14,29
Frekuensi 5 21 4 4
10 Positif 3,45
% 14,29 60 11,43 11,43
3,33
Frekuensi 5 20 8 2
11 Positif 3,51
% 14,29 57,14 22,86 5,71
Frekuensi 4 13 12 6
5 Negatif 3,08
% 11,43 37,14 34,29 17,14
Frekuensi 6 14 12 3
8 Negatif 2,77
% 17,14 40 34,29 8,57
Frekuensi 8 10 12 5
12 Negatif 2,88
% 22,86 28,57 34,29 14,29
Based on the table above, unknown 28.57% students tend only as listeners in discussions in
class. While as many as 57.14% of students stated learning groups, stimulate the involvement of
students in learning math and 60% of students stated that learning by using the LAS can help in
understanding the material being discussed.
The results of the questionnaire of indicators which shows the sincerity and thinking skills by
mastering the problems of solving the given problem presented in the following table 5.
Table 5. Results of the questionnaire of indicators mastering the problems of solving
Item Answer
Frekuensi 10 15 5 5
13 Positif 3,57
% 28,57 42,86 14,29 14,29
Frekuensi 12 23 0 0
14 Positif 4,34
% 34,29 65,71 0 0
Frekuensi 11 17 3 4 3,57
15 Positif 3,8
% 31,43 48,57 8,57 11,43
Frekuensi 13 21 1 0
18 Positif 4,31
% 37,14 60 2,86 0
Frekuensi 5 17 3 10
19 Positif 3,11
% 14,29 48,57 8,57 28,57
P
Proceeding

Item Answer
Frekuensi 8 20 5 2
20 Positif 3,77
% 22,86 57,14 14,29 5,71
Frekuensi 8 10 9 8
16 Negatif 2,97
% 22,86 28,57 25,71 22,86
Frekuensi 10 11 9 5
17 Negatif % 28,57 31,43 25,71 14,29 2,65
Based on the above table is obtained as much as 31.43% of the students were unable to
complete math problems are given when not assisted by a friend or a teacher, and 28.57% of
students do not get excited every completed math problems are given. While as many as 60% of
students are not afraid to answer wrong in doing maths and 42.86% of students stated the questions
provided by the teacher to help improve the ability of mathematical problem solving. MSI
calculation results obtained an average score of students overall attitude is 3.53. It showed a
positive response to the learning of mathematics using scientific inquiry approach.
CONCLUSION
Based on the analysis and discussion of the results that have been described previously, it
was concluded that the mathematical problem solving ability of students who obtain scientific
inquiry learning approach is better than the mathematical problem solving ability of students
obtaining teacher centered learning approach. This is demonstrated by the average score of
students' mathematical problem solving ability using scientific inquiry approach 11.40 higher than
the average score of mathematical problem solving ability of students with teacher centered
approach that is 10.14. Then the students showed a positive response to the approach of scientific
inquiry and problems of mathematical problem solving, obtained an average score of students'
overall attitude is 3.53.
Suggestions of constituent regarding the implementation of scientific inquiry approach that is
necessary to conduct further research on the implementation of the learning of mathematics
through scientific inquiry approach to the condition of a particular school to develop other
mathematical ability with the principal study broader and different levels.
.
REFERENCES
Anderson, 1980. Cognitive psychology and its implications, New York: Freeman.
Adjie, N. and Rostika, R.D.2006.Konsep Dasar Matematika, Bandung: UPI PRESS.
http://www.nsta.org/about/positions/inquiry.aspx Nasional Science Teachers Assosiation
Giter K. 2013.The Examining Problem Solving Skills and Preferences of Turkish University
Students in Relation to Sport and Social Activity Educational research International. Vol.
1 no. 3 June
Sudia M and Kadir.2011.Developing Skills Resolution Mathematical Primary School Students.
International Journal of Education and Research, Vol. 2 No. 10 October
Norman. 2013.Nature of Science and Scientific Inquiry as Contexts for the Learning of Science
and Achievement of Scientific Literacy. International Journal of Education in
Mathematics, Science and Technology. Volume 1, Number 3, July 2013, 138-147
National Research Council.1996.National science education standards. Washington, DC: National
Academy Press.
Sugiyono. 2012. Metode Penelitian Pendidikan. Bandung: Alfabeta.
14
Proceeding
MST-18
Relationship Between The Educational Background With

Syntax Model Of Learning Problem Solving Midwifery
Students STIKES
Saparudin1), Nuryani Rustaman1)
1)
Department of Science Education Indonesia University of Education. Bandung

Keywords: Microbiology course material given to students so that they have the ability or
competencies that will support the improvement of the competence of graduates,
Syntax, and professional expertise in the field work, and can respond to the advancement
Problem solving, of science and technology to participate resolve clinical issues. Based on the
Models, above background, encourages research has been conducted to further analyze
Descriptive correlational the correlation between educational background with the implementation of the
syntax problem solving learning model, of midwifery students one STIKes, in
West Java 2nd semester 2015/2016 academic year. The method used is
descriptive correlational method, the target population in this study is one of the
midwifery students, in West Java STIKes second semester, of the 2015/2016
academic year, sampling using total sampling technique, whereas research
design using cross sectional analytic study. The independent variable is the
educational background, covering school background, and the background of the
program at the time in senior high school/vocasional senior high school, while
the dependent variable, is the syntax implementation model of problem solving.
The average implementation syntax model of problem solving was measured
after the students carry out practical problem solving based on the material
effect of temperature on microbial growth.The results showed that students
whose background high schools, the implementation of syntax model of
problem solving in Phase 1, Phase 2, Phase 3, Phase 4 and Phase 5, higher than
background vocasional senior high school and all phases is not significant at test
Corresponding Author: level 5%. Percentage of the implementation of the syntax model of problem
solving by students, a background of the natural sciences program, in Phase 1 -
yudhisaparudin@yahoo.co.id Phase 5 is higher than, the background program social sciences, pharmaceutical,
and chemical analysts at the time in vocasional senior high school, but not
significant at the test level of 5%, except in phase 3 and phase 5 is significant at
the 5% test level.
INTRODUCTION
Health workers should have to have three competencies are knowledge, practical skills
(hands on) and attitude. Competence of graduates should be dominated, so that no gap to the
institution works. This gap can be anticipated if the health profession graduates, can apply the
lecture material when it is in the institution where the work. In anticipation of this, the necessary
changes that are innovative reorientation, reform in the development of health education, all such
changes should be toward achieving satisfaction stakeholders. This satisfaction is achieved if the
provision of education can produce graduates according to national standards, with reference to
efforts to achieve Healthy Indonesia 2015 [1]. In based on national standards, the delivery of such
education should prepare to adapt to the international standard qualification. Health Science
Technology Education Standar [2], Medical Microbiology informs that lecture, should be directed
so that students understand: (1) the process of infection control, (2) the relationship between
microorganisms and health, (3) the role of microorganisms in infectious diseases and (4) the
immune response to infection.
The purpose gave lectures Microbiology to students, so that students have the ability or
competence related to the field of Microbiology, which will support the increased competence of
graduates, and professional expertise in the field work, and can respond to the advancement of
science and technology to participate resolve clinical issues, mainly caused by microbial
pathogens.
P
Proceeding
Usage-based learning problem solving in STIKes relatively rare, whereas learning model has
advantages, use problem solving approach in identifying problems, set goals, and determine
alternative treatment plan, which relates to a specific patient, successfully improve clinical learning
experience, and problem solving skills of students, opinion is in line with research conducted by
[8] showed that the use of problem solving based learning can improve student learning outcomes
at the course Microbiology. Syntax model of problem solving that will be developed includes five
phases: (1) determine the problem in the general form, (2) determine the problem urgent into
operational form, (3) formulating alternative hypotheses and settlement procedures problem, (4)
test hypotheses and implement procedures to obtain a solution or specify a set of alternative
solutions, (5) determine or verify the most appropriate solution [9]. However these goals will be
difficult to be realized if the learning outcomes are relatively unsatisfactory Microbiology [10,11],
as shown in Table 1
Table 1. Average Value Theory and Practice of Microbiology Students
Originally based on the Group of Schools and Programs
No Students Value Theory Value Practice

Study Programs T1 T2 Average P1 P2 Average
1 Nursing
a. Senior High 70.87 67.83 69.35 56.30 55.87 56.09
School/ Natural ( 4.17) ( 4.73) ( 4.28) ( 6.61) ( 5.15) ( 5.32)
Sciences
b. Senior High 62.14 62.86 62.50 50.00 50.00 50.00
School/ Social ( 2.67) ( 2.67) ( 1.44) ( 4.08) ( 2.89) ( 2.50)
Sciences
2 Midwifery
a. Senior High 66.79 64.82 65.83 54.82 58.04 56.43
School/ Natural ( 5.31) ( 4.99) ( 4.86) ( 4.61) ( 4.78) ( 3.99)
Sciences
b. Senior High 60.71 60.00 60.36 52.14 48.57 50.36
School/ Social ( 1.89) ( 2.89) ( 1.73) ( 6.36) ( 3.78) ( 4.43)
Sciences
3 Public Health
a. Senior High 70.75 68.75 69.75 58.50 58.45 58.48
School/ Natural ( 4.38) ( 4.55) ( 4.28) ( 4.89) ( 6.42) ( 5.33)
Sciences
b. Senior High 61.00 61.00 61.00 49.00 51.00 50.00
School/ Social ( 2.24) ( 2.24) ( 1.37) ( 2.24) ( 2.24) ( 1.77)
Sciences
Information: T = Theory; P = Practice
Data field study results in Table 1 that has been done with the author regarding the value of
the course Microbiology, both theory and practice in all students study program Midwifery,
Nursing, and Public Health the second half, at one STIKes in West Java showed unsatisfactory
results. Average value theory and practice of student background Microbiology Natural Sciences
program is better than student backgrounds Social Sciences program. Likewise with the students
problem solving abilities are relatively unsatisfactory Table 2.
Table 2. Average score problem solving ability students
Study Program Average Ability to Solve Problems
Nursing 55.50 (6.74)
Widwifery 53.80 (4.60)
Public Health 57.44 (5.19)
The data in Table 2 shows that the average problem solving skills students both study
programs of nursing, midwifery and public health has not been satisfactory. Research on the
16
Proceeding
relationship between educational background with the implementation of the model syntax
problem solving relatively not much done. Based on the above background, encourages research
has been conducted to further analyze the correlation between educational background with the
implementation of the syntax problem solving model of midwifery students STIKes second half of
the school year 2015/2016.
The method used is descriptive correlational method, the method of this study to determine
the relationship between the educational background to the implementation of the syntax problem
solving model of midwifery students STIKES.
Population and Sample
The target population in this study is one of the midwifery students in West Java STIKes
second semester of academic year 2015/2016. The samples using total sampling technique, the
entire student population sampled, as many as 30 students.
Research Design
This study is a cross sectional analytic study, the researchers assessed the implementation of
the educational background and the model syntax problem solving simultaneously or at the same
time. The data collected in this study are primary data, including school background, the
background of the program, and the implementation of the model syntax problem solving. Data
Collection Instrument for the implementation of variable syntax problem solving model of
midwifery students in the form of observation sheets.Testing Measurement prior to use, a list of
questions or statements must be subjected to validity, reliability, level of difficulty, power
measuring distinguishing. Testing of measuring instruments carried at semester four midwifery
students
Data Analysis
In this research, data analysis was performed using the SPSS statistical test by using test
univariable, and bivariable. Univariable used to see the percentage scores from the school of
origin, background and implementation of the program syntax model of problem solving based on
the variables studied. Analysis bivariable used is Chi Square test.The study was conducted in the
2nd half midwifery students STKINDO Wirautama in the district of Bandung, in January 4 -
February 27, 2016

Background Education
Table 4. Frequency Distribution of Educational Background
Amount
Variable
N %
Background Education:
Senior High School 24 80.00
Vocasional Senior High School 6 20.00
Background program:
Natural Sciences 16 53.30
Sosial science 8 26.70
Chemical Analyst 3 10.00
Pharmaceutical Chemistry 3 10.00
The data in Table 4 shows that the percentage of high school student background is higher
than the vocasional senior high school, as well as student backgrounds Natural Sciences at the time
of high school is higher than the Sosial Sciences program and other programs, Pharmaceutical and
Chemical Analyst at times in Vocasional Senior High School
P
Proceeding
Implementation of Problem Solving Model Syntax
Figure 2. Graph model syntax problem solving on material effect of temperature on

microbial growth
The data in Figure 2 shows that the percentage of implementation of syntax model of
problem solving in Phase 1 is the highest, followed by Phase 2, Phase 4 and Phase 5, the lowest
Phase 3. These conditions indicate that more students master Phase 1 and Phase 2 compared to
Phase 4 and phase 5, students experiencing difficulties, to implement Phase 3 syntax model of
problem solving.
Analysis Bivariat
1) Educational Background relationship with Problem Solving Model Syntax Implementation
Phase 1 Midwifery Student STIKes
Table 5. Educational Background relationship with Problem Solving Model Syntax
Implementation Phase 1 Midwifery Students STIKes
Problem Solving Model Syntax
Implementation Phase 1 95%
No Variable Pvalue
Do Not Doing Amount CI
n % n % N %
1. Background Education:
a. Senior High School 8 33.3 16 66.7 24 100.0 0.136 2.222
b. Vocasional Senior High 4 66.7 2 33.3 6 100.0
School
2. Background program:
a. Natural Sciences 4 25.0 12 75.0 16 100.0 0.307 3.611
b. Sosial science 4 50.0 4 50.0 8 100.0
c. Chemical Analyst 2 66.7 1 33.3 3 100.0
d. Pharmaceutical Chemistry 2 66.7 1 33.3 3 100.0
Table 6. Educational Background relationship with Problem Solving Model Syntax

Implementation Phase 2 Midwifery Student STIKes
No Variable Pvalue
n % n % N %
School
b. Sosial science 3 37.5 5 62.5 8 100.0
18
Proceeding

Table 7 Educational Background relationship with Problem Solving Model Syntax
No Variable Pvalue
n % n % N %
School
a. Natural Sciences 0 0 16 100.0 16 100.0 0.003 14.115
b. Sosial science 5 62.5 3 37.5 8 100.0
c. Chemical Analyst 0 0 3 100.0 3 100.0
4)Educational Background relationship with Problem Solving Model Syntax Implementation

Table 8. Educational background relationship with problem solving model syntax
implementation phase 4 midwifery student stikes
No Variable Pvalue
n % n % N %
a. Senior High School 2 8.3 22 91.7 24 100.0
b. Vocasional Senior 0.107 2.596
High School 2 33.3 4 66.7 6 100.0
b. Sosial science 1 12.5 7 87.5 8 100.0
d. Pharmaceutical 1 33.3 2 66.7 3 100.0
Chemistry
5) Educational Background relationship with Problem Solving Model Syntax
Table 9 Educational Background relationship with Problem Solving Model Syntax Implementation
No Variable Pvalue
n % n % N %
b. Vocasional Senior 0 0 6 100.0 6 100.0
High School
a. Natural Sciences 0 0 16 100.0 16 100.0
b. Sosial science 3 37.5 5 62.5 8 100.0 0.027 9.167
c. Chemical Analyst 0 0 3 100.0 3 100.0
P
Proceeding

No Variable Pvalue
n % n % N %
d. Pharmaceutical 0 0 3 100.0 3 100.0
Chemistry
DISCUSSION
Data in Table 6 - Table 9 shows that the student whose background senior high school, the
implementation of syntax model of problem solving in Phase 1 - Phase 5, higher than background
in Vocasional Senior High School and all Phase 1 - Phase 5 is not significant at test level 5%.
Percentage of implementation of syntax model of problem solving by students, a background
program natural sciences, in Phase 1 - Phase 5 is higher than the background program social
sciences, Pharmaceutical and Chemical Analyst, but not significant at the test level of 5%, except
in Phase 3 (Table 7) and Phase 5 (Table 9) significant at the 5% test level.
The data show that student background senior high school, with a background program
natural sciences, when he studied senior high school more number of hours of subjects of natural
sciences such as biology, chemistry, physics and mathematics than students, the background
science programs social and other programs in Vocasional Senior High School, so that an
understanding of science and the ability to solve the problem will be relatively more.
The number of hours and the depth of science subjects (Mathematics, Biology, Physics
and Chemistry) students of Vocasional Senior High School, depending Expertise takes, for
example, vocasional senior high school students Expertise Pharmaceuticals, obtaining subjects
Biology only in class X and XI by the number 2 hours lesson. So understanding about science and
problem solving abilities of senior high school students on the natural science program, will be
better than the high school students Program Social Sciences, Linguistics and Culture, as well as
vocational senior high school students. Students senior high school science courses more number
of hours of natural science subjects, so that they are equipped with more depth to the learning
activities that can encourage the development of the implementation of the model syntax problem
solving.
The learning process is carried out at a high school program natural sciences generally
centered on students (demands of the curriculum in 2013), encourages students to opportunities
and facilities to develop their own knowledge, so that they can gain a deep learning, and ultimately
improve the quality of student learning. Learning to use a relatively innovative student centered
learning, and adhering to the constructivist learning paradigm, students play an active role in
constructing the concepts learned
CONCLUSION
Based on the research, processing and discussion that has been done, it can be
explained:Students whose background senior high school, syntax implementation model of
problem solving in Phase 1, Phase 2, Phase 3, Phase 4 and Phase 5, higher than background in
vocational Senior High School and all phases is not significant at test level 5 % test level.
Presentation of the implementation of the model syntax problem solving by students, backgrounds
Natural Sciences program, in Phase 1 - Phase 5 is higher than the background of the Sosial science
program, Pharmaceutical and Chemical Analysts at the time in Vocasional Senior High School, but
not significant at the 5% test level, except in Phase 3 and Phase 5 significant at test level 5%.
REFERENCES
American College of Nurse-Midwives.(2012). Core Competencies for Basic Midwifery Practise, ,

http://www.midwife.org. Accessed December2012
Basic Medical Education.(2003).WFMW Global Standar,
20
Proceeding
Barrows, H. S.(1996). Problem solving in medicine beyond: A brief overview. New Direction for
Teaching and Learning, (68), 1996, p.3-12
Ciraj et al. (2010) Enhancing active learning in microbiology through case based learning:
Experiences from an Indian medical school. Indian J Pathol Microbiol,(53), 2010, p.729-
733
Cundel. (2012). Development of a microbiology course for diverse majors; longitudinal survey of
the use of various active, Problem solving assignments. J Microbiol Educ, (3), .2012, p.12
17
Depkes, R.I. (2015). Long Term Development Plan for the Health Sector, 2009, p.20-25. Jakarta
Gagne, R.M. (1985). Problem Solving, the Condition of Learning ang Theory of Intruction. Fourth
Edition. Holt-Saunders International Edition,
Health Science Technology Education Standards. (2001)HealthSciTechEd (8-12)
Ricon et al. (2010). Using problem based learning in training health professionals: should it suit the
individuals learning style?.J Scientific Research, (1), 2010, p.25-32.
Schmidt et al. (2011).The process of Problem solving: What works and why. Medical Education,
(45), p.792-806,.
Wood, D. (2003). Problem based learning: Abc of learning and teaching in
medicinehttp//www.bmj.com/cgi/content/full/326/7384/328. [12 Maret 2008].
Saparudin, Y.(2013). Profile execution problem solving models syntax stikes student. Papers. Case
Study Results. Graduate School of UPI, Bandung: unpublished
Saparudin, Y.(2014). Profile lectures microbiology student stikes. Papers. Results of Field Study.
Graduate School of UPI, Bandung: unpublished,.
Wood, D. (2005), Problem solving, especially in the context of large
classes.http://chemeng.mcmaster.ca/pbl/pbl.htm. [12 Maret 2008].
P
Proceeding
MST-50
High Order Thinking Skills(HOTs) in Malaysia:
Concept and Continuity Efforts
3)
Ismail Bin Salleh1), Abd Razak Bin Othman2), Kalaivani a/p shanmugam
Mathematics Department Teacher Education Institute , Tuanku Bainun, Penang, Malaysia

Keywords: This is a conceptual paper (not a research) discusses about the concept
and continuity efforts of High Order Thinking Skills(HOTs) with four
High Order Thinking Skills, subtitles such as The 2013-2025 Malaysian Education Blueprint and
Concept, Thinking Skills, The concept of the High Order Thinking
Continuity Efforts, Skills(HOTs), Thinking skills in mathematics standard curriculum and
Corresponding Author: Continuity of efforts
Zuraiya_ismail@yahoo.com.
INTRODUCTION
This paper discusses the development of higher order thinking skills (HOTS) in Malaysia
primary school mathematics curriculum, the concepts and challenges in implementing HOTS in
mathematics lesson and public examinations. Thinking skills is becoming one of the essential
elements in education and it is well documented in most of curriculum's across the world
(NCTM,2000, Singapore Ministry of Education, 2000, Kementerian Pelajaran Malaysia, 1993).
Since 1994, thinking skills was given much attention in the Malaysian mathematics curriculum as
well as in other subjects (Ministry of Education, 1994, 2002, 2010). The terms of critical and
creative thinking (CCTS) skills have been introduced to elucidate those skills in teaching and
learning processes. However, the 2011 Trends in International Mathematics and Science Study
(TIMSS) report showed that the systems performance had slipped to below international average
in both Mathematics and Science.
The students unsatisfactory performances had captured the governments attention
particularly when the performance of Malaysian students in 2009 TIMMS report was higher than
the international average in both Mathematics and Science. The rankings of Malaysian students in
Mathematics as reported in TIMMS in 1999, 2003, 2007 2011 were at 16th,10th, 20th, 26th
respectively. The similar patterns happened when we refer to PISA report. According to the report,
Malaysia students were ranked at 57th and 52th in 2009 and 2012 respectively. The government
relates the students capabilities with the way they think. As a result, the Ministry of Education has
taken into account the deficiencies in students thinking skills in the development of the 2013-2025
Malaysia Education Blueprint (MEB). It is clearly stated in MEB that high order thinking skills
(HOTs) is becoming one of the important elements in describing the future students
characteristics. The implementation of HOTS in the teaching and learning as well as in the
common examinations are put as priority.
The 2013-2025 Malaysian Education Blueprint And Thinking Skills

The MEB was developed with three specific objectives; understanding the current
performances and challenges, establishing a clear vision and aspiration, and outlining a
comprehensive programme for the system. The blueprint are working on 11 major shifts, five
system aspirations and six key attributes for students. The eleven major shifts comprises provide
equal access to quality education of an international standard; ensure every child is proficient in
Bahasa Malaysia (a national language) and English language and is encouraged to learn an
additional language; develop values-driven Malaysians; transform teaching into the profession of
choice; ensure high-performing school leaders in every school; empower State Education
Departments, District Education Offices, and schools to customize solutions based on need;
leverage ICT to scale up quality learning across Malaysia; Transform Ministry delivery capabilities
22
Proceeding
and capacity, partner with parents, community, and private sector at scale, maximize student
outcomes for every ringgit, and to increase transparency for direct public accountability.
The five system aspirations include access (100% enrolment from kindergarten to upper
secondary), quality (top third countries in international assessment), equity (50% percent in
achievement gap), unity (provides shared values and embrace diversity) and efficiency (maximizes
students outcomes within current budget). The six key attributes needed by students to be
globally competitive are knowledge, thinking skills, leadership skills, bilingual proficiency, ethics
and spirituality, and national identity. The eleven major shift are geared toward strengthening the
five system aspirations to ensure the Malaysian students are fully equipped with six key attributes.
Among those attributes, thinking skills need more attention.
The Concept Of Higher Order Thinking Skills
This section discusses thinking skills in general. Then the discussion will look into higher
thinking skills (HOTS) in mathematics curriculum as well as the application of HOTS in the
teaching and learning. Thinking skills were first introduced and incorporated in curriculum by the
Ministry of Education in 1994. The focus was merely on critical and creative thinking skills
(CCTS) as proposed by Swartz and Parks (1994). Critical thinking focuses on skills in comparing
and contrasting, categorizing, sequencing, visualizing, examining parts and whole, predicting and
inferring. While creative thinking involves skills in generating ideas and creating analogies and
metaphors.
The idea of meta-cognition was introduced along with CCTS.Coming together with
thinking skills are thinking tools. For each critical thinking skill there is a graphic organizer
(Swartz & Parks, 1994) to help students to think clearer. For examples, to compare and contrast
between two concepts the graphic organizer as shown in Figure 1 is used.
Figure 1. Graphics Organizer (comparing and contrasting)

In addition to helping student thinks, the I-Think program was introduced in all schools
since 2012. I-think offers eight thinking maps to be used in the classroom instruction. The maps
are Circle Map (for defining in contexts), Bubble Map (for describing using adjectives), Double
Bubble Map (for comparing and contrasting), Tree Map (for classifying and grouping), Brace Map
(for analyzing whole object and parts), Flow Map (for sequencing and ordering), Multi Flow Map
(causes and effects), and Bridge Map (for seeing analogies). There are differences between
thinking maps and graphic organizers in term of layout. However, both serve the same purpose in
the sense that to help students think clearly. Figure 2 shows how the Double Bubble map is used to
compare and contrast
Compared to the earlier curriculum, the MEB provides a broader definition of thinking skills.
It goes beyond CCTS. The elements of reasoning and innovation were incorporated with CCTS to
develop higher order thinking skills. The MEB outlines the students attributes in thinking skills as,
Every child will learn how to continue acquiring knowledge throughout their lives
(instilling a love for inquiry and lifelong learning), to be able to connect different
pieces of knowledge, and to create new knowledge. Every child will master a
P
Proceeding
range of important cognitive skills, including critical thinking, reasoning, creative

thinking, and innovation. (Ministry of Education, 2012, p. E16)
Figure 2. Double Bubble Map (comparing and contrasting)

In the latest development, Ministry of Education then defines HOTs as the ability to apply
knowledge, skills and values in reasoning and reflection to solve problems, making decision and
able to create something (Kementerian Pendidikan Malaysia, 2013,p). The definition of HOTs are
related with Bloom (1956, 1992??) works. Bloom (1956) described the taxonomy of thinking
which comprised six level of thinking; knowledge, comprehension, application, analysis, synthesis
and evaluation. Later, an improved version of Blooms (1992) taxonomy proposed the six levels of
thinking in verbs; remembering, understanding, applying, analyzing, evaluating and creating. Here,
concepts of HOTs refers to thinking which involves the action of analyzing, evaluating and
creating.
Thinking Skills In The Mathematics Standard Curriculum

Earlier we have discussed the concepts of HOTs in general which applies to all
subjects. Next we are going to explain the position of thinking skills in the current primary
school mathematics curriculum standard or Kurikulum Standard Sekolah Rendah (KSSR)
and secondary school mathematics curriculum standard or Kurikulum Standard Sekolah
Menengah (KSSM).
The KSSR was implemented in 2011 by replacing the previous curriculum,
Integrated Curriculum for Primary School (KBSR) which was operated from 1983 to 2010.
Like other countries, the primary school mathematics curriculum standard provides a
framework to support mathematical thinking in a classroom. Figure 3 shows the
framework that support learning of mathematics. The framework comprises four important
domains; learning areas, process, skills and attitudes and values.
Learning Areas Number and Operations
Measurement and Geometry
Relationship and Algebra
Statistics and Probability
Mathematical
Thinking
Attitudes and Values
Process
Solving Problems Assumption, interest, gratitude,
Mathematical skills confidence and perseverance
Communicating
Analysing skills Personal, interaction,
Reasoning
Problem solving skills procedural and intrinsic
Making connections
Research skills
Representing
Communication skills
Technological skills
Figure 3. Mathematical Curriculum Framework
24
Proceeding
The frameworks lists five elements in mathematical process; to develop thinking

skills. The elements are solving problems, communicating, reasoning, connecting and
representing. Skills is another domain that support mathematical processes. Therefore,
mathematical processes and skills are closely associated with higher-order thinking skills.
The framework challenges mathematics teachers to translate mathematical process, skills,
attitude and values into mathematical lessons and assessment.
Accordingly, school mathematics curriculum emphasize on mathematical thinking
skills as a major component that should be developed among primary the pupils. There are
four main components that support the mathematical thinking skills comprise of learning
area (number and operations; geometry and measurement, algebra, statistics and
probability; mathematics skills, skills analyzing, problem solving skills, research skills,
communication skills, and solve the problem including attitude and values. Further, the
curriculum's documented in our primary school standard curriculum (KSSR) was also
emphasized on strategies and effectiveness of teaching and learning m athematics related
to thinking skills and others. For example:
Proses pengajaran dan pembelajaran matematik sekolah rendah

menggalakkan penggunaan mempelbagaikan kaedah mengajar. Guru boleh
memilih pendekatan dan kaedah pengajaran dan pembelajaran yang sesuai
dengan kebolehan murid. Keberkesanan pengajaran dan pembelajaran
bergantung pada pengolahan teknik dan penggunaan bahan bantu belajar serta
teknologi yang dapat merangsang dan menggalakkan murid berfikir secara
kritis dan kreatif, inovatif, berkomunikasi, dan berinteraksi (Kementerian
Pendidikan Malaysia, 2010, p. xix)
Higher order thinking skills (HOTs) which were involved in curriculum's, pedagogy
and assessments has been verified supported by extra-curricular, community, private
sectors, capacity building and resources activities. Further the achievement of HOTs were
measured through assessments at school levels upon the implementation of school based
assessment(SBA),Ujian Penilaian Sekolah Rendah(UPSR),Sijil Pelajaran Malaysia(SPM)
and Penilaian Tingkatan 3(PT3) as public examinations and the international evaluations
as TIMSS and PISA test.
Meanwhile, among the teaching approaches that could help strengthened HOTs was
the introduction of i-Think program consist of eight mind maps in year 2013. However,
teaching and learning using HOTs was based on the explicitly written document of the
curriculum; various pedagogy teaching and learning strategies that apply HOTS as
thinking tools; high-level questions; and inquiry based learning. For this reason, there were
various challenges with higher assessment in national or international examinations. HOTs
started with how teachers stimulate students to ask more challenging questions. For
example:
If we expect students to engage in the thought process more creative and

stimulating, we as teachers must encourage students to ask higher level
questions. (Karron G Lewis : Centre for Teaching Effectiveness, University
of Texas)
Apart from that, MEB (2013-2025) also outlined the characteristics of HOTs when a
pupil ask questions and give suggestions solution based on existing knowledge. The use of
stimulus materials such as higher-level questions to encourage pupils to think in-depth,
draw conclusions and reflections mainly to apply that knowledge in real life situations.
Nevertheless, teachers questioning techniques is an important key element in HOTs that
P
Proceeding
elicit the pupils to think on a higher level. Teachers who stimulate HOTs were described as
facilitators where they tend to implement variety of student-centred activities; provide
activities that challenge the mind; and questioning pupils on high level of stages in order to
encourage pupils to give opinions (MEB, 2013).
The third element was mentioned as skilled teachers where they provide more
challenging exercises and exam questions in order to produce higher level thinking
pupils.HOTs questions which were defined by Andersons Taxonomy is more challenging
than Bloom's Taxonomy. HOTs were referred to four top floors of applying, analyzing,
evaluating and creating. The highlights of the highest level of achievement in HOTs were
when students can create anything. But, in another context creating means, even students'
ability to process the questions in the form of sentences or understood in accordance with
the requirements of the real questions. Example of HOTs questions as follows:
Maria bought a carton of milk at a price of RM1.55 and a packet biscuits with
RM1.70. He gave RM4.00 to salesmen. How many coins received by Maria if
salesmen it gave some coins 5 cents, 10 cents and 20 cents? Explain your
answer. (HOTs Course material, 2013).
Compared with low challenged questions as:
Maria bought a carton of milk at a price of RM1.55 and a packet biscuits with
RM1.70. What amount of money paid by Maria? (HOTs Course material, 2013)
Even HOTs questions are in category of non-routine questions as:
Mamat wants to build a chicken coop fence for a square. He has a 20 meter
wire fence. What is the size of the rectangular can he produce? Which one is
the best? (HOTs Course material, 2013)
HOTs can also be carried out during or at the end of set inductions of a classroom
teaching activity particularly to stimulate thinking ability of the pupils. Meanwhile, the
materials used also need to be more challenging. Materials used can cross the age of the
pupils as appropriate and at the carefulness of teachers in the classroom. Sample of HOTs
questions were shown in Figure 1, Figure 2 and Figure 3
Figure 1. First sample of HOTs Question
Figure 2. Second Sample of HOTs Question
What is the fraction for every piece of land belonging to the owner? This question
can be solved when the pupils applied the meaning and definition of fractions; analyze the
underlying forms that figure can be attributed to equalize shape and size; assess; and create
26
Proceeding
or process diagram form in accordance with the requirements of the original question.
Pupils can use diagram to help them to solve the problem such as shown the diagram 4.
The answers will be obtained are as displayed in Table 1.
TABLE 1. Students Answer
OWNER FRACTION
Lapp 8/64
Bouck, Fuentes 2/64
Wong 3/64
Krebs 1/64
Fitz, Stewart 5/64
Gardella 6/64
Figure 4. Process diagram form in accordance with the requirements
The Continuity Efforts

This part have discusses about the continuity efforts of HOTs implementations. All
organizations under the Ministry of Education and Ministry of Higher Education have
been given the responsibility on jointly realizing the implementation of HOTs programme
in schools. This is refer to the aspirations of the MEB includes previous studies. The
examples of continuity efforts were:
Study the scientific review

Thinking skills in mathematics have been noticed in most of the research in the
world (Singapore Ministry of Education, 2006; NCTM, 2000). Past studies focused on the
ability of students and teachers use thinking skills. For example, Ridgway, Swan, and
Burkhardt (2001) evaluate the mathematical thinking skills and Gan (2009) studied on
Grade five pupils learning algebra. The study involved many teachers whom focused on
the program particularly to improve higher-order thinking skills (Butkowski et al, 1994;
Robins, 2011); the types of low and high level questions posed by the teacher (Velayat &
Hafiz, 2011; Way, 2008); the importance of algebraic thinking among teachers (1998);
making interpretation of the students' thinking and to use it in teaching (Doerr, 2006);
teachers' perceptions about the challenges and advantages of studying students' thinking
(Anderson-Pence, 2015); and the application of higher order thinking skills in teaching
P
Proceeding
(Fischer , Bol and Probesh (2011). However, the studies related to teachers involved in
HOTs and how to plan for teaching has not gained a deep concern among the educators in
Malaysia. Thinking skills were first introduced by Bloom (1956) with six taxonomic
studies of the knowledge, understanding, storage, analysis, synthesis, evaluation. But
Anderson and Krathwohl (2001) contended by modifying the taxonomy level to
remember, understand, apply, analyze, evaluate and create.
Past studies reviewed involving HOTs engage more thinking of pupils (Gan, 2009;
Ridgway, Swan, & Burkhardt, 2001). They describe how pupils algebraic thinking and
determine the level of students' thinking when given a mathematic problem. HOTS were
included in the various programs to enhance higher order thinking skills (Butkowski et al,
1994; Robins, 2011); the types of questions floors low and high are submitted by teachers
(Velayat & Hafiz, 2011; Way, 2008); the importance of algebraic thinking among teachers
(1998); making interpretation of the students 'thinking and to use it in teaching (Doerr,
2006); teachers' perceptions about the challenges and advantages assess students' thinking
(Anderson-Pence, 2015); and the application of higher order thinking skills in the teaching
of social science subjects (Fischer, Bol and Probesh (2011).
HOTs Coaching
The Ministry of Education has given the trust and responsibility to the Division of
Teacher Education and SEAMEO RECSAM to conduct coaching course or called as major
trainer. The course was conducted on 23 September 2013 to 11 October 2013 at SEAMEO
RECSAM, Penang. A total of 195 teachers and lecturers from Malaysian schools and
teacher training institutes has been called to attend the course and then served as master
trainers to deliver courses nationwide.
Development of staff programs
The master trainers then train teachers and lecturers to help them run the whole
courses related to HOTS which was also involved school principals and teachers
particularly mathematics teachers. Teacher Education Institute Tuanku Bainun Campus
was also involved and conducted HOTs courses at the schools nearby through the
professional development programs.
Techniques of Answering HOTs Question

There were few schools who took the initiative to conduct the workshops on
techniques of answering HOTs questions mainly in public examinations such as UPSR ,
PT3 and in Malaysian Certificate of Education (SPM). Additionally, other non-
governmental agencies and NGOs were also seen put efforts in organising conferences and
workshops related to HOTs for the different level of pupils.
The involvement of the District Education Officers.

In every District Education Offices nationwide were appointed a number of officers
among experienced the teachers and given a role as counselors called School Improvement
Specialist (SISC +). They were involved in helping and guiding teachers under their
supervision in particular subjects such as mathematics, science and English. Among the
important tasks of SISC + partners is to help teachers to carry out HOTS in teaching and
learning activities. Their prior job is supervising, guiding, form groups and monitor the
implementation of the module on HOTs in schools. Two other assistant district education
officers respectively for the primary and secondary schools will be assisting and more
focus given on the implementation of HOTs in the schools under their supervision. For
example, the State Education Department in Kedah was aided to conduct the trial test of
TIMSS and PISA. It was implemented throughout country to ensure the continuity of
28
Proceeding
efforts to make the pupils develop HOTS. Further, the officials at the district education
office also serve to draw up programs and activities to improve the skills among the
teachers in order to conduct teaching and learning activities which were molded up with
HOTS.
Classroom Infrastructure
In accordance with developing pupils state of mind on implementing HOTS,
classroom atmosphere and the preparations should also be improved accordingly. Pupils
could be nurtured with HOTs in real life situations for example during the visits, projects
or the fieldwork's. Mainly, the classroom environment must be cheerful with pupils work
displayed around the classroom and exhibiting active learning. Moreover, the pupils
classrooms settings are important in order for them to sit in groups which allow them to
interact and collaborates each other. For instance, teachers should also use teaching
materials as shown in Diagram 5 to support that can improve student learning (CPC,
2013).
Figure 5. teaching materials
CONCLUSION
Malaysia is striving hard on its efforts in education up to global level align with
other developed world countries. Our educational leaders are moving forward to achieve
the content of MEB, 2013-2025 and it is passions for them essentially focus on TIMSS and
PISA assessments. Further, HOTs skills became significant and relevant starting point for
improving the quality of education dignity of our country. Therefore, when the pupils able
to think on a higher level, it will definitely be a mechanism to measure the level of our
education in Malaysia among other world countries. HOTs skills are achieved when pupils
are able to apply their thinking, analyze, evaluate and create using the modified Blooms
taxonomy (Anderson). In order to move up the HOTs skills in teaching, teachers should
always encourage and stimulate pupils to ask more challenging higher level questions and
vice versa. The collaborative works among relevant agencies are important to sustain the
requirements of MEB.
There are few on-going studies mainly to investigate the possible constraints and
challenges that may exist. Various training's were received from the master trainers further
to their assistants who then expand their knowledge in professional development
programs. The educational leaders from the State and District Education Departments
work together thus to assist schools, teachers education institutes and universities
including of an individual experts in achieving HOTs skills. Apart from that, pupils also
need a physical capability to build their student-centred learning priory to enhance their
thinking lead to HOTs. Although the outcome may not been seen at the moment, the
sustainability of HOTs will be realized in teaching and learning activities in shools which
will consequently produce the expected quality of education.
P
Proceeding
REFERENCES
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching
and assessing: A revision of Bloom's Taxonomy of educational objectives:
Complete edition, New York : Longman.
Bloom, B. (1956). Taxonomy of educational objectives handbook 1: Cognitive domain.
New York: David Mackay.
Butkowski, J., Corrigan, C., Nemeth, T.& Spencer, L (1994). Improving students higher
order thinking skills in mathematics. Eric Document ED383256.
Doerr, H. (2006). Examining the tasks of teaching when using students mathematical
thinking. Educational Studies in Mathematics, 62, 324. doi:10.1007/s10649-006-
4437-9
Fischer, C., Bol, L & Pribesh, S. (2011). An investigation of higher order thinking skills
in smaller learning community in social studies classroom.
Gan, W.L (2009). A study into year 5 algebraic thinking in solving problems. Tesis yang
tidak diterbitkan. Universiti Sains Malaysia.
Kementerian Pelajaran Malaysia (2010). Kurikulum standard sekolah rendah tahun satu.
Kuala Lumpur. Bahagian Perkembangan Kurikulum.
NCTM. (2000). Principles and standards for school mathematics. Reston, Va: Author
Ridgway, J, Swan, M and Burkhardt, H. (2001). Assessing mathematical thinking via
FLAG, in: D Holton and M Niss (Eds) Teaching and Learning Mathematics at
University Level - An ICMI Study. Dordrecht: Kluwer Academic Publishers,pp
423-430. Field-Tested Learning Assessment Guide (FLAG).
Robbins J. K. (2011). Problem solving, reasoning, and analytical thinking in a classroom
environment. The Behavior Analyst Today, 12(1).40-26
Way, J. (2008). Using questioning to stimulate mathematical thinking. APMC, 13(3)
Velayat Bibi Khan & Hafiz Muhamad Innamullah (2011). A study of lower-order and
higher-order questions at secondary level. Asian Science Social, 7(9), 149-157.
Bahagian Pendidikan Guru & SEAMEO Recsam,(Tidak diterbitkan), Modul kursus
kemahiran berfikir aras tinggi (KBAT) 2013.
Kementerian Pelajaran Malaysia, Malaysia Education Blueprint 2013-2015(2013)
Polly, D & Orrill Chandra (2012). Examining the critical areas in grades 5 and 6. Teaching
Children Mathematics, NCTM.p.566-573
Swartz, R. & Parks, S. (1994). Infusing the teaching of critical and creative thinking into
content instruction: A lesson design handbook for the elementary grades.
California: Critical Thinking Press & Software.
Kementerian Pendidikan Malaysia (2013). Inisiatif kemahiran berfikir aras tinggi.
Cyberjaya: Kementerian Pendidikan Malaysia
30
Proceeding
MST-95
The Nature of Critical Thinking and Implementation of

Learning in Mathematics
Riandi Maris1), Ety Mukhlesi Yeni1) and Tatang Herman2)
1)2)
Student of Postgraduate School, Indonesia University of Education, Bandung, Indonesia
3)
FPMIPA Universitas Pendidikan Indonesia Bandung, Indonesia

Keywords: Teachers' understanding of the implementation of critical thinking
skills-based learning should be based on the nature of critical thinking
The nature of critical thinking; itself. In essence endowed with a variety of potential, especially the
Skill of mathematic teaching ability to think. In terms of thinking, the man also has the potential for
critical thinking. In an effort to improve the quality of human resources
through education, especially math education, the development of
critical thinking skills a very important role. In this case, the teacher's
knowledge in the implementation of learning-based critical thinking
skills a very important role. Math teachers need to be challenged to face
the present context in education, particularly in mathematics education.
Corresponding Author: Planting critical thinking across the curriculum is necessary and
riandy_marisa@yahoo.co.id desirable. Objectively teachers can be guided in their teaching approach
emy_itsme@yahoo.com to design so that it can develop critical thinking skills, while developing
tatangherman@upi.edu lesson content. However, critical thinking can be taught directly to
improve the metacognitive ability to spur the success of the appreciation
of the complexity of the students' studies in an interdisciplinary manner.
INTRODUCTION
In essence endowed with a variety of potential, especially the ability to think. In terms of
thinking, the man also has the potential for critical thinking. In an effort to improve the quality of
human resources through education, especially math education, the development of critical
thinking skills a very important role. Therefore, critical thinking should be taught both special and
independent or integrated in any discipline or across the curriculum in order to enhance the
effectiveness of learning (especially math oriented to building metacognitive skills).[1]
Teaching critical thinking in schools is an effort in order to bridge the gap between the
problems that are taught in schools with problems in the field (the real world). So the need to take
the classroom experience of teaching critical thinking that are relevant to students' lives. The
implication is that teachers must design and implement a connection between what is taught in
schools and what is expected of students outside the classroom.
As a teacher, the teacher needs to create and enhance the critical thinking, so meaningful for
students intellectual globalization era full of challenges and life at very competitive climate.
The nature of think

Thinking is the work of the mind. The human mind and the processes of thinking always
look the same, mysterious and amazing. Research on the nature of the new thinking into the field
of experimental science is relatively recent. Plato argued that the mind is "the only organ that deals
with ideas of pure, meaning there is nothing to do with sensing, because sensing is a function of
low body". Aristoles found that thoughts do think it is a potential action or one of the sense
functions, in addition to the function of sensing, feeling and will.[2]
Intellect is the "potential that has a wide range of abilities", such as the ability to think, the
ability to realize the ability to live, to know and understand. So, thought, awareness, appreciation,
understanding or comprehension, everything is a term that means that the activity was centered
sense or ability comes from someone called intelligence (intelligence nature). Intelligence itself has
P
Proceeding
the ability to generate ideas or inventions and create mind quickly and precisely (theory), also has
the ability to solve problems (practice). Intelligence as potential or ability and the ability of the
human soul inborn which then undergoes the process of development and improvement, centered
in the brain. But the quality and quality, in addition affected by several external factors,
development is also dependent on the methodical way of thinking.[2]
Thinking can be interpreted as a "whole range of mental processes that conscious",
(Descartes) is famous dictum which says "Cogito ergo sum", I think, therefore I exist. The thinking
is that the symptoms of an awareness in man that has the ability to form a knowledge - knowledge
(data) (ordinary thinking). Thinking is a process of reasoning, composing caught - caught there
toward a conclusion that is true (logical thinking). Thinking is a series of activities of reason (ratio)
of human beings to be able to discriminate between things that are different (reality) and identified
the things that are the same (objective) and seek ascription between the two is to achieve a truth
(scientific thinking).
Thinking is a dialectical process that is targeted to find something true nature of the integral
and universal (think philosophically). Thinking is a process of learning to approach reality of what
is around us and that there is in ourselves in order to achieve certainty (confidence) on to the One
God (theological thinking).[3]
From the above definition contained already what to think, the goal and the stages or levels
of thinking process, steps and patterns will be discussed in the second part, namely How to Think.
According Galotti that thinking is defined as actions that exceed the information provided. Another
Similarly, Nickerson suggest that most cognitive psychologists define thinking as a deliberate and
conscious effort to obtain a result. Meanwhile, according to Suriasumantri that thinking is an
activity to find the right knowledge. [4]
According to Webster's New Encyclopedic Dictionary: All New 1994 Edition, p. 1078;
explained that "thinking" is "the action of using one's mind to produce thoughts" ("thinking" is an
activity that reasoning to generate ideas).[5] There are six basic elements of thought known as
FRISCO (Focus, Reason. Inference, Situation, Clarity, Overview): (1) Focus, (2) Reason, (3)
concluding, (4) the situation, (5) clarity, and (6) reviews. [6]
There are 12 skills that are known as "Taxonomy Ennis" which includes: (1) focus on the
question, (4) criticized the credibility of a source, (5) review and criticize reports a source, (6) to
summarize and criticize deduction, (7) cause and criticizing induction, (8) takes the value of the
decision, (9) defines the term and consider the definitions, (10) introduces the notion, (11)
determine a course of action, and (12) affect the other. [7] Reasoning, decision making, and
problem solving is a cognitive process that is highly interconnected to one another. Reasoning
includes various conclusions from current knowledge and belief; decision-making involves an
evaluation of the results of alternative or take a selection among the results of these alternatives;
while solving the problem include efforts to reach every variation of the types of interest. [8] Thus,
the reasoning included in the general category called "thinking".
In essence the thinking aims to "know something of the unknown", ie something called
"truth". So, to reach the truth of human thought. The object of human thinking, can be divided into
two kinds of material objects, ie everything that can be achieved by the mind, and the object
formal, namely the search for the truth about material objects.
Mathematical thinking
One of the significant factors that contributed to the formation of a wide range of a person's
ability to learn mathematics is the personality and psychiatric someone who studied mathematics.
Besides interest, motivation, attitude, appreciation of mathematics, the ability to "control and
discipline themselves" to form good study habits is very important in learning mathematics.
Opinions Morgan and King support it, because they think that thought is a symbolic behavior or
sequence of symbolization process of learning outcomes and past experiences that can be enabled
or disabled by the habits that have been formed in a person. The impact of the habit of self-control
person will look at it a habit to be conscientious, diligent, critical and positive qualities more
needed to acquire the skills to learn math. Intellectual potential and the means adequate learning is
32
Proceeding
of little use without the ability to discipline himself in forming a good habit to learn
mathematics.[9]
Basically, in every normal person, abilities proposed to study mathematics in this section,
can be owned by a process and the activity was good in school, because according to Trow, in each
person there are three main capabilities: the ability of adjustment, learning ability and the ability to
think abstractly. Thus it is possible for each student to gain special abilities mentioned above in
mental development and intellectual and personality when studying mathematics at the school as it
should be.[9]
The abilities gained in the study of mathematics in the school will be able to enable students
to achieve the objectives of curricular and educational purposes, when the math teachers realize
that teaching mathematics is not just to make students understand the objects of mathematics, but
on the part of teachers at least as well have abilities above the higher levels of the students, at least
about the same as students. An overview of the various abilities in mathematics learning that had
nothing to do close to the teacher's ability to manage the learning process of mathematics,
especially in the preparation and planning of teaching, and supported by the possession of the
abilities mentioned above are far better than the students. In Indonesia there are 10 abilities that
need to be achieved in teaching materials subject areas of mathematics, namely (1) the application
of algorithms including numeracy, (2) change theorem into an allegation of mathematics, (3)
organizing data, (4) utilizing the symbol, (5) recognize patterns, (6) makes physical interpretation,
(7) draw conclusions through reasoning, (8) the creation of the model, (9) creates a new synthesis,
(10) shows the math in intellectual experience.[9]
There are two dangers according to Cornelius that often occur in the process of teaching and
learning mathematics, mainly caused by the assumption that the extreme of mathematics: (1)
understanding that emphasizes the notion that mathematics only as a tool helper to answer the
questions, so that mathematics is considered simply as a set objects that can answer the question. If
the answers to the problems has been found, it is considered that that the learning objectives to be
achieved, which in fact it is only a short-term goal. As a result, long-term goals in order to
establish the ability of reasoning in thinking is not reached. It also led to the frequent occurrence of
the learning process that goes passing for just memorizing by rote sequence of steps to resolve
problems and formulas that are used without thinking and the main priority is the speed and sheer
numeracy skills. It makes rigid way of thinking and make the students' minds have a hard time
getting used to perform the activities of learning throughout life, particularly when confronted with
issues that require analysis capabilities to its solution; (2) an understanding that emphasizes
mathematics only as a field of study that consists of a set of abstract structures that most businesses
often overlook learn concrete examples. Mathematics is considered only as a brain game created
with special languages meaningless. This assumption leads to the understanding that mathematics
is only abstract relationships so it is misleading, confusing and difficult or cannot be understood at
all.[10]
Both of the above is an indication that teachers often do not realize that there are specific
goals that most essential of which must be achieved in mathematics teaching and learning activities
through the presentation topics of study areas of mathematics in schools. The intended destination
is the formation of computational ability, the ability to apply mathematics internally and externally
to get the value practicality and also the ability to think logically and abstractly. Furthermore, for
the long-term goals through learning and teaching of mathematics can make the thought process of
each student as a means and media to form the "ability to think mathematically" that can later be
used in a variety of troubleshooting effort both in mathematics and the sciences other.
Shaping mathematical thinking skills and habits are very necessary for the students in the
school because in addition to facilitate the formation of math learning skills and enable the
achievement of mathematics education in general, also had a positive impact on the way of
thinking in dealing with problems in various aspects of life. Of course, to achieve the intended
goals, much depends on the quality of the learning process which created the teacher. For it
requires planning and preparation to produce a system that is efficient and effective learning.[10]
The establishment and development of mathematical thinking is not by itself going though
the students are required to learn mathematic for many years at the school. Although the subject
areas of mathematics considered a science that developed the discipline to think according to
P
Proceeding
logical reasoning and it is expected that the logical thinking has been stated and have been
absorbed and understood the students in all aspects of their life as long as they follow the
mathematics, but cannot guarantee the formation of habits of mathematical thinking as it should be,
After passing through a number of very much time at school used for teaching and learning
mathematics, usually more attention is given to the content and techniques of problem solving to
find answers, but very little attention to split through the steps of the investigation and assessment
of systematic and logical. This can be caused because the process is much overlooked in the books
for more emphasis on its contents. Perhaps also because the teachers do not understand the ways
and steps, phases, components as well as the conditions and terms that are required in
mathematical thinking that is the source to be able to examine the expected process of learning
mathematics. In other words, teachers often do not appreciate the mathematical function as a tool
of thought.[11]
Meaning "mathematical thinking" based on the concept of thinking which is defined as the
way that humans use to improve their understanding of their environment by using the efforts of
monitoring, control, research or study on the environment. Understanding of this thinking proceed
from the assumption that every individual is always trying to increase awareness of the scope of
thinking so that it can carry out choices in a wider range.[11]
Mathematical thinking associated with the concept of thinking means "a way to enhance the
understanding of math by compiling data and information obtained through research or assessment
of mathematical objects. Before you can use a mathematical way of thinking, there is a
preliminary stage in which information is separated and then translated into symbols. Mathematical
patterns and ways of thinking can be applied to any field of study of mathematics and materials
used when working on the problems in each of the appropriate fields appropriately. There are three
components in mathematical thinking by Burton, namely:
1) Operations in mathematical thinking, namely the process of doing the work-the work
mathematically using elements of mathematics as an incentive to think and do by some
means, methods or operations that use can be known by the properties of the rules of
mathematics . This process is essentially the study of the relationships between the
elements in mathematics and is a key operations in doing mathematics. The operations
were performed in the process include counting, repeating, sort, constitute, add,
subtract, multiply, divide, unite, matching, merging, combining, changing, form the
equivalent class, grouping.
2) The process of mathematical thinking that is the core process of mathematical activity
in an effort to implement measures in general think. There are four processes in this
process, namely deepening (specializing), estimate (conjecturing), lead to the
conclusion (generalizing), and strengthen confidence (convincing). INSIGHT is the use
of a powerful way to assess the meaning of a question or problem with the testing of
the specific examples. INSIGHT is the key to the learning process with the inductive
approach. The estimation is to estimate the fundamental patterns that can be used for
the investigation, the disclosure clearly and precisely and then convincingly can
provide strong support to justify patterns obtained in solving problems or issues. A
conclusion is the process of making statements conclusion of an understanding of
patterns or regularities were found to have been tested. Statements that appear can be a
benchmark used as a guide for generating sequence patterns, order and meaning of a
lot of data. Success in this process at several stages of conclusion in solving problems
and complicated problem much depends on one's ability to do so carefully. Convincing
is the testing process to strengthen the conclusions made, in order to be accepted by
many people. When individual conclusions that do have believed the other parties need
to be convinced. This strengthening process can be done in the process of inductive
learning through steps deepening, predictions were later inference, but can also be
done in the learning process with deductive approach from inference and then
estimating the deepening.
34
Proceeding
3) The dynamics of mathematical thinking is a thought process that moves to increase and
spread, as if to form a spiral, to achieve understanding and awareness as a result of
dynamic thinking. This process began with "manipulation" is encouraged and
stimulated by the allegations and the curiosity to discover the elements that need to be
investigated. These elements can be physical objects, diagrams, ideas or symbols that
should be found in a concrete situation that should be acceptable to interpret. The gap
between what is expected in the manipulation of what really happened, a strain that can
provide power to keep the process. When some pattern or regularity relationship can be
found, then the tension eased and it will turn into success, admiration, pleasure or
curiosity more, where this situation can power the next. Despite conjecture about what
is gained and facing often still unclear to understand, further efforts remain necessary
manipulation to what is alleged to be expressed in the form of the ideas articulated.
The expression of the ideas do not have to be verbal but better in concrete form,
diagrams, symbols that can be stated clearly the basics and essentials are achieved, as a
result of the manipulation process. This process takes place continuously in
mathematics learning activities. Thus, the dynamics of mathematical thinking usually
lasts through the process of repeating the experience of "manipulation", "expect to find
a pattern" (getting a sense of pattern) and then "declared patterns obtained
symbolically" (articulating that pattern symbolically).[12]
An important thing to understand and realize the dynamic process of mathematical thinking
is that along with the ongoing activities of manipulation, looking for patterns and proclaim a
pattern as a cognitive activity that drives the process of mathematical thinking, it is also a process
of affective reactions which passes through three phases: (a) involved (entry), (b) seeking to
resolve (attack) and (c) review (review). Ebb and flow of the process flow dynamics on the level of
cognitive thinking mapped by the reaction of the affective reaction.
Phase "entry" is the phase that occurs when someone manipulation attempt to find meaning
or intent matter, in which occurs the generation of responsibility and a sense of belonging. Besides
the sense of wonder, curiosity or suspense in this phase creates affective needs. To meet this need
required ongoing investigation process, which in turn will satisfy cognitive needs when finding the
basic patterns. According to Bruner, as stated by Burton, the stages of the business work hard to
find "a matter of intent", it is considered as a part of human needs in solving "cognitive conflict".
There are two affective meaning in the face of the conflict. Can happen, someone will withdraw
leaving this activity because of feelings of failure and inadequacy. On the other hand, a person will
continue to move forward from the phase of "entry" into the next phase of "seeking to resolve
(attack)".
Phase "attack" is the phase in which a person involve himself further and try to do a search
of ways and alternative solutions. This could only happen to someone who has experience and is
aware of the success of the previous solution, which gives him the confidence to overcome the
possibility of failure on the following occasion. At this stage it is the interdependence between the
region and the area of cognitive affective in searching for patterns, which will bring important
consequences and positive impact on the learning process to achieve the desire to succeed.
Phase "review" is the phase in which someone is trying to use the opportunity to review and
rethink and expand the success and experience, as can reveal the result in symbolic form the
patterns found. This opportunity is used to look back on general and complete to be compared
against the actual situation and the experience to find solutions in addition to looking for a step
forward by reviewing the following questions were put forward to test the results achieved in order
to be acceptable and generally applicable.[12]
Overall, the description of mathematical thinking phases associated with affective aspects
can be explained as follows: in passing earlier phases need to be underlined the interrelationship
between cognition and emotion. When a person obtains concrete results that can be accepted as
true at the time of manipulating the elements of mathematics, there will be a strong desire to find
solutions to develop the ability to find patterns of concrete deepened. Further arise curiosity and
emotional tension that could support efforts toward solving a situation to try wherever possible
P
Proceeding
sought revealing patterns. This situation, for successful will be followed by the satisfaction of
success. Circumstances are satisfied this will be filled by the desire to do a review of the results
and the measures implemented activities to the next can arise the need to put on and take advantage
of the form of notions that have been achieved in a broader scope. This process continues in a
continuous cycle for learning mathematics.
The process of mathematical thinking, the dimensions of cognitive and affective region are
interdependent in which manifested in the form of connectedness can switch between functions
intellectually emotionally. This situation played a role in learning and teaching mathematics,
especially for the benefit of individuals. The ability of abstraction and generalization are important
factors that must occur in the process of learning and thinking mathematically so that the
involvement of the affective dimension may also occur. Because abstraction is an intensive aspects
(amplifier) of mathematical thinking, while generalization is an aspect of extensive (widen the
horizon) of mathematical thinking. To be able to implement, the necessary impetus affective
aspects are quite large in someone who studied mathematics among other interests, attitudes and
motivation and a strong positive towards mathematics. The role of the teacher in the school is
trying to create the habit of thinking mathematically possible while giving the possibility for
students to explore the phases required for it, while trying to eliminate the rapid nature of feel like
a failure for not able to trace the logic of mathematical learning.[13]
Critical thinking and implementation in learning mathematics

Critical Thinking
Criticism means: giving consideration, denounced, condemned and tried to find fault the
thinking of others and then reject it. The person called critics. The attitude and the way thoughts
are called "critical". Some experts define critical thinking, among others, as follows: critical
thinking is reflective thinking that focuses on what is believed to be a decision or what to do
(Ennis, 1987). Critical thinking is thinking the best (better thinking) (Perkins, 1987). Critical
thinking is the distinction between thinking directed at the opponent agreement explanation of a
goal (Nickerson, 1987); (1) - (3) are presented in Bruning, et al., 1995, p. 198).[7]
Furthermore, according to Webster's New Encyclopedic Dictionary: All New 1994 Edition,
p. 239; explained that "critical thinking" can be defined as thinking nature requires the
opinion/decision carefully. A definition highlights three (3) important dimension of critical
thinking, namely: (1) the perfection of thinking, (2) the elements of thought, and (3) the domain of
thinking. [14]
Perfection thinking include: clarity, accuracy, specificity, accuracy, appropriateness,
consistency, logical, into, completeness, significance, honesty, and adequacy. Meanwhile, elements
of thought includes the understanding and ability to formulate, analyze, and assess against: (1)
problems or questions at issue, (2) the intent or purpose of thinking, (3) frame of reference or
matters covered, (4) make assuming, (5) the concept and the idea of a central covered, (6) the
principle or theory used, (7) the evidence, (8) inter - interpretation and claims made, (9) the
inference, reasoning, and mind-formulated, and (10) the implications and consequences that
followed. [14]
Thinking has the possibility for erroneous. Because sometimes think face most obstacles
make it deviated from the straight path and can be prevented for up to reality to achieve. If the
thought of someone many obstacles would make it static and unable to accept the opinions and
new ideas. And when it came to such a state that it thought would lose a great value in life, and no
longer work in the process of choosing between right and wrong.
Errors in thinking can be caused by having to cling to old thoughts fanatically, is not
sufficient reason and the data, the emotional bias and a priori, and an error of reasoning. People
who think critically are not satisfied with just one opinion or single answer. He will always try to
find things what lies behind the symptoms, behind the facts that it faces. The attitude of curiosity
pose a strong motivation to learn and because the motivation there was a critical stance. He did not
want quick to believe, so he sought as much information before he determines his opinion to
respond, correct or rectify an error thoughts or opinions. Therefore, the critical attitude must be
accompanied meticulous attitude, selective, analytical and logical. For someone who is critical,
36
Proceeding
then the laws of nature, empirical data is very important and key. He is able to distinguish between
natural law, hypothesis, theory, conjecture and opinion, and he was meticulous in comparing
similar phenomena.
Implementation in Learning Mathematics

Metacognition Ability to Grow
One of the conditions that must be raised in a planned and aims to develop critical thinking
skills in the learning process of mathematics is process of potential students' metacognition, so as
to carry out the activity of "learning how to learn". This is important because it is one learning
approaches to highlight learn about the importance of supervision, monitoring, and strategic
planning of student learning in terms of learning. The term "metacognition" describes a review of a
student who can effectively have a range of different strategic to learn the routine so that teachers
can monitor student achievement, making changes where necessary. Metacognition is a complex
skill. Metacognition students need to master a range of intellectual skills special, then collect and
reassemble these skills into learning strategies appropriate to a specific problem or issue in a
different context. [15]
Various learning outcomes expected are covered in the achievement of the complex in
question, can be classified into categories: comprehension, logical reasoning, critical thinking,
thinking scientific, creative thinking, problem solving. [16]
How students gradually master the skills of "metacognition"? This is a fairly long process.
However, teachers can begin, early in school. With this model these skills, teachers in a specific
manner train students in the skills and specific strategies (such as planning an evaluation, analysis
of the problem) and to the structure of their teaching so that the students focused on how they learn
and what they learn.
Teaching Critical Thinking
Math teachers need to be challenged to face the present context in education, particularly in
mathematics education with the question: "Is critical thinking skills can be taught directly in
mathematics or will be developed as part of the regular curriculum by integrating them into related
disciplines? "Of course, planting critical thinking across the curriculum is necessary and desirable.
Objectively teachers can be guided in their teaching approach to design so that it can develop
critical thinking skills, while developing lesson content. However, critical thinking can be taught
directly to improve the metacognitive ability to spur the success of the appreciation of the
complexity of the students' studies in an interdisciplinary manner.
The reason for learning to get used to foster critical thinking are: (1) critical thinking can
improve the effectiveness of human thinking skills; (2) critical thinking can quickly develop the
higher-order thinking and literacy capabilities.
Teaching critical thinking in itself is an integral part of the development of professional
competency. For students to develop the ability to think critically and creatively, then they should
be taught by teachers who are critical and creative thinkers, who realize and simulate this quality in
every phase of teaching. Most strategies, effective for developing the condition and potential
teachers into a habit of thinking in the learning of critical analysis. Although it depends on the
context, but there are factors that are relevant to the success of such support, which includes: (1)
curriculum, (2) the cooperation of staff, (3) the expertise of the teaching staff, and (4) be able to
teach it to all students. [14]
To be conditioned as stipulated there should be "preparation for teaching critical thinking"
on every teacher. Preparation for teaching critical thinking are: (1) has mastered the skills of
thinking and ready to teach more familiar explicit, more precise and metacognitive; (2) mastery of
disciplines; (3) improve critical thinking skills through seminars, conferences or workshops
regional/national/international; (4) learn how to teach critical thinking; and (5) were able to
redesign the lesson. The next factor is no less important is the "thinking skills specific discipline",
namely: (1) the argument, (2) definition, (3) strategies of problem solving and decision making, (4)
conceptualization or classification, and (5) creativity. [14]
P
Proceeding
CONCLUSION
One of the important factors that contributed to the formation of a wide range of a person's
ability to learn mathematics is the personality and psychiatric someone who studied mathematics.
Besides interest, motivation, attitude, appreciation of mathematics, the ability to "control and
discipline themselves" to form good study habits is very important in learning mathematics. People
who think critically are not satisfied with just one opinion or single answer. He will always try to
find things what lies behind the symptoms, behind the facts that it faces. Therefore, the critical
attitude must be accompanied meticulous attitude, selective, analytical and logical. Teaching
critical thinking in itself is an integral part of the development of professional competency. Most
strategies, effective for developing the condition and potential teachers into a habit of thinking in
the learning of critical analysis. To be conditioned as stipulated there should be "preparation for
teaching critical thinking" on every teacher. Preparation for teaching critical thinking are: (1) has
mastered the skills of thinking and ready to teach more familiar explicit, more precise and
metacognitive; (2) mastery of disciplines; (3) improve critical thinking skills through seminars,
conferences or workshops regional/national/international; (4) learn how to teach critical thinking;
and (5) were able to redesign the lesson.
REFERENCES
R. Harsanto. (2005)Melatih Anak Berpikir Analisis, Kritis, dan Kreatif. Grasindo, Jakarta
M. E. Dwi.( 2006) Peran Guru dalam Membangun Kesadaran Kritis Siswa. Jurnal Pendidikan
Penabur No. 06/Th. V/Juni 2006. [online]
J. R. Evan.(1991) Creative Thinking in the Decision and Management Science. South-Western
Publishing Co. USA.
J. S. Suriasumantri,(1984).Ilmu dalam Perspektif: sebuah kumpulan karangan tentang hakekat
Ilmu, PT Gramedia, Jakarta,.
Websters. (1994)New Encyclopedic Dictionari: All Nre 1994 Edition. Konemann Cologne
Germany, New York,
H. Ennis, (1996). Critical Thinking, Prentice Hall, Upper Saddle River, NJ 17458, New Jersey,.
H. Bruning, & G. J. Schraw, & R. R.(1995) Ronnimg, Cognitive Psychologi and Instruction,
Second Edition, Merril, an imprint of Prentice Hall, Englewood Cliffs, New Jersey,.
L. Glass, & K. J. Holyoak,(1986) Cognition, Second Edition. McGraw-Hill International,
Auckland,.
A. L. Costa.(2001).Developing Minds A Resource Book for Teaching Thinking. 3rd Edition.
Association for Supervision and Curriculum Development Alexandria, Virginia, USA,.
F.H. Bell. (1978)Teaching and Learning Mathematics in Secondary School. Wm C. Brown
Company Publisher. New York,.
A. Fisher.(2001) Critical Thinking an Introduction. Cambridge University Press, Australia,.
U. Sumarmo.( 1999). Pengembangan Model Pembelajaran Matematika untuk Meningkatkan
Kemampuan Intelektual Tingkat Tinggi Siswa Sekolah Dasar. Laporan Penelitian pada
FPMIPA IKIP Bandung,.
T. Herman. (2005). Pembelajaran Berbasis Masalah untuk Meningkatkan Kemampuan Berpikir
Matematika Tingkat Tinggi Siswa Sekolah Menengah Pertama (SMP). Disertasi PPS UPI
Bandung.
A. Barnes,(1992) Mathematical Thinking, McMillan Publishing Company, New York,.
Sharples, & B. Mathews. (1989) Learning How to Learn: Investigating Effective Learning
Strategias, Office of School Administration, Victoria,.
E. Gronlund, & R. L. Linn,(1990). Measurement and Evalution in Teaching, Sixth Edition.
McMillah Pubishing Company, New York.
38
Proceeding
MST-101
Critical Thinking In Mathematics Learning At Elementary
School
Ety Mukhlesi Yeni1), Riandi Marisa2), Tatang Herman3)
1) 2)
Doctoral Student at Indonesia University of Education, Bandung, Indonesia
3)
FPMIPA Indonesia University of Education Bandung, Indonesia
Keywords: Mathematics should be given to all learners from primary schools to
equip learners with the ability to think logically, analytically,
Math, systematically, critically, and creatively, as well as the ability to
Critical Thinking, cooperate. Critical thinking has become one of the tools used in a life to
Learning Mathematics. face the challenges of survival. Critical thinking is the cognitive ability
in using knowledge flexibly, through the understanding of the problem
or issue, evaluating evidence, developing reasoning, taking conclusions
or decisions of the issues that create the good ability or skill in a life.
Critical thinking can be trained and developed in mathematics learning
Corresponding Author: because mathematics learning aims to organize students reasoning,
emy_itsme@yahoo.com form attitudes and improve the ability to use and set mathematics skill.
This is consistent with the objectives of the subjects of mathematics, so
riandy_marisa@yahoo.co.id
that teacher as part of the study is expected to facilitate in growing and
tatangherman@upi.edu
developing the critical thinking skills of students from primary level.
INTRODUCTION
Mathematics is one of the subjects studied from elementary school through university, even
into subjects compulsory tested nationally. According to Permen No. 22 Tahun 2006, the subjects
of Mathematics should be given to all learners from primary schools to equip learners with the
ability to think logically, analytically, systematically, critically, and creatively, as well as the
ability to cooperate. The competencies required so that learners can have the ability to acquire,
manage, and use information in order to survive in a state that is always changing, uncertain and
competitive.
The importance of math is because of very relevant in daily life, such as in economy
transaction, time, spatial, fields on buildings, even the mathematics involved in other fields of
science such as physics, chemistry, biology, economics, geography, agriculture, technology, and
others. In the field of geography, math concepts are used to scale or compare in making the map. In
physics and chemistry, mathematical concepts are used to facilitate reduction in formulas, such as
the decrease in the formula of Newton's law of force derived from the integral and differential
(derivative). In economics, mathematical concepts are used to calculate profit, or loss, net, gross,
and in the process of bookkeeping such as the balance of buying and selling. While in the field of
technology, mathematical concepts are used in programming language for a computer application
and also how to use a binary number.
Mathematics is not just counting numbers such as addition, subtraction, multiplication or
division, but there is also about getting flat, geometry, measurement, logic, and statistics. Seeing
the importance of math in humans daily activity and various other fields of science, so that
thinking skills is needed in mastering mathematics. Elaboration of curriculum in 2013 in the
implementation of the class, defined in the Regulation of the Minister of Education and Culture
No. 103 of 2014 on learning chapter 2, verse 1, learning in primary education and secondary
education be conducted on an activity with characteristics: (a) interactive and inspiring; (b) be fun,
challenging, and motivating learners to actively participate; (c) contextual and collaborative; (d)
provides ample space for innovation, creativity, and independence of learners; and (e) in
accordance with their talents, interests, abilities, and physical and psychological development of
learners. This learning will bring critical thinking, creative, logical and systematic student in math.
P
Proceeding
Critical thinking is important because it can help a person understand how he views himself,
sees the world, and relates to others, helps to examine the behavior of himself, and judges himself.
Critical thinking allows one to analyze his own thoughts to ensure that he has determined the
choice and drawn intelligent conclusions.[1]
The importance of critical thinking skills today has become a global issue, therefore, several
countries in the world such as the UK, USA, and Australia from the west, as well as Hong Kong
and Japan from Asia tried to assess and develop it. However, work on critical thinking to students
is not easy. It takes the seriousness of educators if they want their students succeed in resolving
problems with critical thinking.[2]
According to Maulana [3], critical thinking skills can be developed through learning
mathematics in school or college, which focused on systems, structures, concepts, principles, and
tight linkage between an element and the other element. Furthermore, Ruggiero [3] states that
critical thinking is a life skill, not a hobby in the academic field. The development of critical
thinking skills in mathematics learning is possible, since the material of math and critical thinking
skills are the two things that can not be separated. Material mathematics understood through
critical thinking and critical thinking is trained through learning mathematics.[1]
Critical thinking skills in school is necessary to prepare the younger generation that is able to
make good decisions and become a mature thinker, so that they are able to bring the nation to a
better condition. To develop critical thinking skills in mathematical teaching and learning
activities, it is expected in teaching-learning process to use strategies, models, methods,
techniques, and tactics. In learning, it does not just increase the knowledge only for students but
also to help students analyze and evaluate measures workmanship step in finding a true solution of
the problems faced. Selection of appropriate learning models expected to maximize processes and
students learning outcomes. Students are actively in class with teacher assistance. Teachers
encourage students to be able to develop their creative ideas, answer questions, explain the answers
and give reasons for the answer.[4]
Based on the explanation above, it is highly recommended for critical thinking taught to
students from elementary school. This can be done in learning mathematics through learning model
approaches, methods, bring in any given teaching materials and test questions. Although it may
seem difficult, but competence in critical thinking should already be accustomed to the students for
ease them in solving problems.
II. CRITICAL THINKING IN MATHEMATICS

Critical thinking is one of the competencies that must be mastered by learners in math.
Critical word derived from the Greek kritikos and criterion (Paul, Elder, & Bartell) [1]. Word
kritikos means consideration while criterion implies a standard measure or standard. So
etymologically, the word implies critical considerations based on a standard measure or standard.
Thus, etymologically critical thinking implies a mental activity or thinks that a person can give
consideration to using a standard size or specific.
Critical thinking has become one of the tools used in everyday life to face the challenges of
survival. In daily life people are faced with decisions that require reasoning, understanding,
interpreting, analyzing and evaluating information before deciding. This process involves critical
thinking because it will allow a person to make decisions that are reliable and valid, act ethically,
and can adapt to changes in the particular environment.[5]
Community critical thinking defines critical thinking as an intellectual process discipline
actively and skillfully conceptualizing, applying, analyzing, synthesizing, and / or evaluating
information gathered from, or generated by observation, experience, reflection, reasoning, or
communication as a guide to belief and action (Scriven and Paul, [6]). Critical thinking is also
referred to as metacognition (Tempelaar, [6]) or the process of thinking about thinking. Critical
thinking skills are important because they allow students to deal effectively with the problems of
social, scientific, and practical (Shakirova, [6]). Simply put, the students who are able to think
critically are able to solve problems effectively. Just having knowledge or information is not
enough. To be effective in the workplace (and in their personal life), students should be able to
solve the problem to make effective decisions; it must be able to think critically.
40
Proceeding
Some other experts argue that critical thinking is based on certain skills, such as the ability to
judge the true reason, or to consider the relevant evidence, or to identify a false argument. Others
argue that the most important is the critical attitude or disposition, such as the tendency to ask
probing questions, or critical orientation, or such attributes intrinsic character. Or, if critical
thinking is based on the knowledge dispositional, some suggest that this would be the sense of
moral perspective or set of values that motivate critical thinking.[7]
Paul Ernest [8] defines critical thinking as the ability to make conclusions based on
observations and information. According to Beyer [8], describes the critical thinking as an accurate
evaluation activities, beliefs, and by using the argument, or briefly he stated that critical thinking is
an action that a person in making judgments with good reasoning. Furthermore, Norris [1] defines
critical thinking as rational decision making what is believed and done.
Another definition of critical thinking is the ability to use knowledge in a flexible and means,
through the understanding of the problem or issue, evaluating the evidence, to consider multiple
perspectives, and take a position (Vanderstoep and Pintrich) [9]. Halpern [10] defines critical
thinking as the use of cognitive skills or strategies that increase the likelihood of desired results.
The other definitions include: the establishment of a logical conclusion (Simon & Kaplan),
develop reasoning and logical (Stahl & Stahl), decide on actions to take or what to believe through
reflective thought reasonable (Ennis), and the determination of the purpose of whether to accept,
reject, or suspend judgment (Moore & Parker). In a comprehensive effort to define critical
thinking, Pascarella and Terenzini states that critical thinking has been defined and measured in
several ways, but usually involves an individual's ability to perform some or all of the following:
identify the central issues and assumption in the argument, recognizes the important relationships,
make the right conclusions from the data, deduce conclusions from the information or data
provided, interpret whether the conclusions are guaranteed on the basis of the data provided, and
evaluate evidence or authority.[10]
While according to Ennis [1] critical thinking is rational and reflective thinking that is
focused on what is believed and done. Rational means having faith and a view supported by the
evidence standard, actual, fairly, and relevant. Reflective means considering a problem actively,
diligently and carefully all the alternatives before making a decision. This means that critical
thinking requires the use of various strategies to be able to produce a decision as a basis for taking
action or belief. The definition of critical thinking at least contains three things. First, critical
thinking is a problem-solving process in a context of interaction with oneself, others and the world
or the environment. Second, critical thinking is a process of reflective reasoning and conclusions
based on the information that has been received before the results are manifest in conclusion.
Third, critical thinking ended in a decision what is believed and done.
Ennis and Morris [1] stated that critical thinking has two components, namely the ability to
master knowledge and disposition. Component of the ability to master knowledge in critical
thinking is often referred to as the critical thinking skills. While the disposition of a component
called a disposition to think critically. The term critical thinking skills refers to the special abilities
acquired through experience or training to perform certain tasks properly, and refers to something
that exists in the individual. Critical thinking skills even this emphasis on actual performance in
carrying out the task as well as the quality of performance. Thus, the term is understood as the
ability of the skills that exist within (inner ability) and as something that can be identified
operations.
Ennis and Morris [1] divided the component of the ability to master knowledge into five
skill, hereinafter referred to as critical thinking skills, namely: (1) Elementary clarification,
include: focus questions, analyze arguments, ask and answer the questions which requires
explanation or challenge. (2) Basic support, include: consider the credibility of the source and
deliberation observation. (3) Inference, includes: performing and expensive deductions, doing and
considering induction, committing and taking into consideration the value of the decision. (4)
Advanced clarification, includes: identifying the term and considering the definitions, and
identifying assumption. (5) Strategies and tactics, includes: determining a course of action,
interacting with others.
Facione [5] identified six cognitive skills as central to the concept of critical thinking,
namely; interpretation, analysis, explanation, evaluation, self-regulation and inference. Therefore,
P
Proceeding
the ability of critical thinking is a skill that allows one to analyze and synthesize information to
solve problems in a variety of domains or fields. In ensuring the arguments, the facts will be
collected, analyzed, evaluated and conclusions will be taken based on the facts in front of them.
Furthermore, Inch [8] stated that critical thinking has eight interrelated components, namely
(1) the existence of a problem (question at issue), (2) has the objective (purpose), (3) their data /
facts (information), (4) theory, definition, axiom, postulate (concepts), (5) early settlement
(Assumptions), (6) the framework of the settlement (points of view), (7) the completion and
conclusion (interpretation and inference), and (8) implications (implication and consequences).
This is similar according to Krulik and Rudnick [11] which said that in critical thinking there
is a thinking which test, question, connect, evaluate all aspects of the situation or a problem. For
example, when a person is reading a text or listening to a mathematical explanation of the
mathematical expressions or she should be trying to understand and trying to find or detect the
presence of things that are special and the need or important. Likewise, from a data or information
he will be able to make conclusions that are true at the same time see a contradiction or whether
there is any consistency or discrepancies in the information. Thus, in critical thinking, people
analyze and reflect on the results of thinking.
According to Burden and Byrd, categorized critical thinking as a thinking activity that
requires a set of high-level cognitive skills [10]. In 1987, in a comprehensive review of the existing
literature, Beyer [10] suggested that critical thinking requires a set of skills and effective approach
that include:
1. Distinguish between verifiable facts and claims of the value
2. Distinguish relevant from irrelevant information, claims and reasons
3. Determine the factual accuracy of statements
4. Determine the credibility of the source
5. Identifying ambiguous claims or arguments
6. Identify unstated assumptions
7. Detecting bias
8. Identify the logical error
9. Recognizing logical inconsistencies in this line of reasoning
10. Determining the strength of the argument or claim
In developing critical thinking skills as above, it takes a certain strategies. Fisher [1] outlines
three types of critical thinking strategies that can be used, namely: (1) the affective strategy is the
ability to think independently of the other; (2) The macro capability is the ability to take of
advantage, and have an understanding of mechanical or other skills that are being used to complete
the task; and (3) a micro skills are stressed to learn how to ask, when to ask, what to ask and learn
how to give a reason, when to give a reason, what methods are used.
There are three indicators of critical thinking according to Krulik and Rudnick, 1995; Glazer,
2001; Ennis, 1996; Facione 2010 [12], namely (1) the identification and interpretation of
information, (2) the analysis of information, and (3) evaluation of the evidence and arguments.
Additionally, Gokhale [13] in a study entitled Critical Thinking Collaborative Learning
enhances stated that the definition of critical thinking about is a matter that involves the analysis,
synthesis, and evaluation of a concept. Cotton [13], stated that critical thinking is also called
logical thinking and analytical thinking. Furthermore, according to Langrehr [13] to train students'
critical thinking should be encouraged to answer questions relating to the following matters: (1)
Determine the consequences of a decision or an event; (2) Identify the assumptions used in a
statement; (3) To formulate main problems; (4) Finding a bias based on a different view point; (5)
Disclose the cause of an event; (6) Choose factors that supports the decision.
III. MATHEMATICS LEARNING IN PRIMARY SCHOOL

Learning is a process of interaction of learners with educators and learning resources in a
learning environment. Learning is run to provide knowledge for students, mastery of skills and
behavior, as well as the formation of attitudes and beliefs on learners [14]. In Corey opinion [15]
learning is a process of creating an environment of someone intentionally managed so that he or
she participated in a particular behavior in special conditions or generate a response to a particular
situation.
42
Proceeding
Mathematics is a tool to study all about calculation, investigation, and reason or ability to
think logically and clear mind [16]. Meanwhile, according to the National Education Standards
(BSNP) [17], mathematics, a universal science that underlies the development of modern
technology, has an important role in a variety of disciplines and promote the power of human
thought.
Based on the significance of learning and mathematics, according to Muksetyo [16]
mathematics learning is the process of providing learning experiences to learners through a series
of activities that are planned so that students acquire competency in mathematics materials studied.
Then, according to Soedjadi and Moesono [18] mathematics learning intends to organize
mathematics reasoning, create kinds of attitudes and increase the ability to use and set
mathematics. Thus, learning mathematics is a way of thinking and reasoning used to solve different
types of problems in daily life, science, government, and industry. BSNP states that the purposes
of learning mathematics in Curriculum Education Unit are:
1. Understand the concepts of mathematics, describe the relationship between concepts and
apply concepts or algorithms flexibly, accurately, efficiently, and precisely in problem
solving.
2. Use the reasoning in the patterns and nature, perform mathematical manipulation in making
generalizations, compile evidence, or explain mathematical ideas and statements.
3. Solve problems that include the ability to understand the problem, devise a mathematical
model, solve the model and interpret the obtained solution.
4. Communicate ideas with symbols, tables, diagrams, or other media to clarify the situation or
problem.
5. Have the attitude to honor usefulness of mathematics in life, such as curious and interest in
studying mathematics, as well as a tenacious attitude and confidence in solving problems.
The characteristics of the learning of mathematics by Suwangsih and Tiurlina [19] are:
1. Learning math using spiral
Spiral approach in mathematics learning is an approach where learning math concept or
topic always associate or connect with the previous topic. Previous topic can be a
prerequisite to be able to understand and learn a mathematical topic.
2. Learning mathematics gradually
The subject matter of mathematics taught in stages starting from simple concepts, to the
more difficult concepts. Besides, mathematics starts from the concrete, semi-concrete and
finally to the abstract concept.
3. Learning math using the inductive method
Mathematics is a deductive science. However, because mathematics learning must be
appropriate by stage of mental development of students, so the learning of mathematics in
elementary school used an inductive approach.
4. Learning mathematics embrace the truth of consistency
Mathematical truth is the truth that consistence. It means that there is no contradiction
between one truths with other truth. A statement is true if it is based on previous statements
that have been accepted as true.
5. Learning mathematics should be meaningful
Meaningful learning is a way to teach the subject matter that promotes understanding of the
rote. In meaningful learning there are rules, properties, and arguments that are not given
directly, on the contrary they are found by students through inductive learning in elementary
school then proven deductively on the next level.
IV. THE ROLE OF MATHEMATICS LEARNING IN DEVELOPING CRITICAL

THINKING ELEMENTARY SCHOOL STUDENTS ABILITY
According to Ruseffendi [20] mathematics is the language of symbols, science that does not
receive proof inductively, the study of patterns of regularity, and organized structure, ranging from
elements that are not defined, all elements are defined, to the axioms or postulates and finally to
the proposition. From the mathematical definition, it is expected in mathematics at the primary
level occurring rediscovery. Rediscovery is to find a way of solving informally in the classroom.
P
Proceeding
Although the result that is found to be the simple according to people who are experts, but for
elementary students the findings is remarkable.
The purpose of the present invention is to enable students to acquire knowledge in a way that
can train a wide range of intellectual abilities of students, stimulate curiosity and motivate the
student's ability. This is in accordance with the opinion of Bruner [20] that the method of the
invention in learning mathematics, students must find their own range of knowledge needed. It can
stimulate students to keep thinking, such as critical thinking in solving the problems set by the
teacher in math or in daily life.
Based on age, elementary students are age ranging from 6-7 until 12-13 years. According to
Piaget's theory, this age is the age of the child at the concrete operational phase. A capability in this
phase in the process of thinking is the ability to operate the rules of logic, although it is still bound
to the object that is concrete. So it is possible for elementary students to grow and develop critical
thinking skills in mathematics.
Learning math is a complex one, involving several elements such as teachers, students,
mathematics and characteristics, and learning situations. There are two important things in
mathematics, namely: (a). learning involves knowledge of: mathematics topics that will be taught,
student diversity, the way students how to learn, the classroom environment, educational
institutions and the community. In addition to the general terms as above, teachers should also
consider specific issues, for example: the characteristics of the topics to be taught and pedagogy to
teach it. (b). As an implication that learning involves a variety of domains, then the teacher should
also specify: how to ask and respond to questions, how to present the idea of mathematical
precisely, how long the discussions need to be held, the type and depth of mathematical tasks, and
the balance between the objectives and considerations.[21]
Berman [21] suggests nine learning strategy to develop open-minded and critical
understanding in students, namely: 1) Create a safe environment, 2) Follow the way of thinking of
students, 3) Encourage students to think collaboratively, 4) teaching how to ask and not how to
answer, 5) teaching about relationships, 6) Instruct the students to think in multiple perspectives, 7)
Encourage students to be sensitive, 8) Help students to set standards and work in a positive outlook
for the future, and 9) Give a chance / opportunity for student to act according to his way of
thinking.
To develop critical thinking skills in mathematics learning mathematically, it must be
developed learning model that is not simply increase the knowledge only for students but also to
help students analyze and evaluate measures progress in finding a true solution of the problems
faced. Learning mathematics makes it possible to develop the critical thinking skills of children,
for example children are given a problem why the area of a rectangle = length x width? But it was
not a straightforward manner provides formulas to memorize that the area of a rectangle = P x L.
As another example, which fractional value is closer to 1 between and 1/3? Teachers as mentors
in the classroom should be able to facilitate students in developing math skills include critical
thinking skills. So much hope that the teacher is able to design learning mathematics that can grow
and develop students' critical thinking skills. Teachers can give practice questions matter, teaching
materials associated with critical thinking and teachers should be able to guide and facilitate
students with student center approach.
CONCLUSION
Based on the description above it can be concluded that critical thinking is the ability to think
rationally and logically in assessing a problem accurately and making decisions rationally. There
are several indicators in critical thinking, namely (1) The ability to identify assumptions given; (2)
The ability to formulate the problem issues; (3) The ability to determine the result of a provision
taken; (4) The ability to uncover data / definition / theorem in problem solving; and (5) the ability
to evaluate the relevant arguments in solving a problem.
In mathematics, critical thinking skills should be trained from an early ages, it will become a
habit in students from elementary school. This is supported by the readiness of students in terms of
age and cognitive skills that students already have the ability although limited in scope, and
teachers can be trained to provide teaching materials and problems that can support in developing
the students' critical thinking skills.
44
Proceeding
REFERENCES
Lambertus. (2009)Pentingnya Melatih Keterampilan Berpikir Kritis Dalam Pembelajaran

Matematika Di SD. Forum Kependidikan, Volume 28, Nomor 2, Maret. Online:
http://forumkependidikan.unsri.ac.id/userfiles/Artikel%20Lambertus-UNHALU-OKE.pdf :
Artikel Lambertus-UNHALU-OKE. [13 Februari 2016].
Haghparast, Mahboobeh., dkk. (2013)Cultivating Critical Thinking Through E-learning
Environment and Tools: A Review. Procedia - Social and Behavioral Sciences 129 ( 2014 )
527 535. International Conference on Innovation, Management and Technology Research,
Malaysia, 22 23 September, 2013. Online: http://ac.els-cdn.com/S1877042814028924/1-
s2.0-S1877042814028924-main.pdf?_tid=a6c4e1de-da94-11e5-8ab0-
00000aacb362&acdnat=1456276949_e384d67a10a10a2eb7fc2ef127aaf15b. [24 Februari
2016].
Karim, Asrul. (2011).Penerapan Metode Penemuan Terbimbing Dalam Pembelajaran Matematika
Untuk Meningkatkan Pemahaman Konsep Dan Kemampuan Berpikir Kritis Siswa Sekolah
Dasar. Jurnal Penelitian Pendidikan. Edisi Khusus No. 1, Agustus. Page 21-32. ISSN 1412-
565X.
Nurafiah, Fifih., Elah Nurlaelah, and Ririn Sispiyati. (2013).Perbandingan Peningkatan
Kemampuan Berpikir Kritis Siswa Smp Antara Yang Memperoleh Pembelajaran
Means-Ends Analysis (MEA) Dan Problem Based Learning
(PBL). Jurnal Pengajaran MIPA, Volume 18, Nomor 1, April 2013, hlm.1-8. Online:
http://jurnal.upi.edu/proceedingfptk/view/1961/perbandingan-peningkatan-kemampuan-
berpikir-kritis-siswa-smp-antara-yang-memperoleh-pembelajaran-means-ends-analysis-(mea)-
dan-problem-based-learning-(pbl).html. [24 Maret 2016].
Chukwuyenum, Asuai Nelson. (2013 )Impact of Critical thinking on Performance in Mathematics
among Senior Secondary School Students in Lagos State. IOSR Journal of Research &
Method in Education (IOSR-JRME) e-ISSN: 23207388,p-ISSN: 2320737X Volume 3,
Issue 5 (Nov. Dec. 2013), PP 18-25 www.iosrjournals.org. Online:
http://www.iosrjournals.org/iosr-jrme/papers/Vol-3%20Issue-5/D0351825.pdf?id=7370. [13
Februari 2016]
Peter, Ebiendele Ebosele. Critical Thinking: Essence For Teaching Mathematics And
Mathematics Problem Solving Skills. African Journal of Mathematics and Computer Science
Research Vol. 5(3), pp. 39-43, 9 February, 2012 Available online at
http://www.academicjournals.org/AJMCSR DOI: 10.5897/AJMCSR11.161
ISSN 2006-9731 2012 Academic Journals.
Mason, Mark. (2008).Critical Thinking and Learning. USA: BLACKWELL PUBLISHING.
Rasiman.( 2016) Penelusuran Proses Berpikir Kritis Dalam Menyelesaikan Masalah Matematika
Bagi Siswa Dengan Kemampuan Matematika Tinggi. Online:
http://download.portalgaruda.org/article.php?article=6892&val=527. [13 Februari 2016].
Jacob, Seibu Mary. (2012). Mathematical achievement and critical thinking skills in asynchronous
discussion forums. Procedia - Social and Behavioral Sciences 31 800 804. 2012. Online:
http://www.sciencedirect.com/science/article/pii/S1877042811030734. [23 Maret 2016].
Baker, Matt dan Rick Rudd. (2011). Relationships Between Critical And Creative Thinking.
Journal of Southern Agricultural Education. Research Volume 51, Number 1. 2011. Online:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.573.376&rep=rep1&type=pdf. [13
Februari 2016].
Fachrurazi.(2011) Penerapan Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan
Berpikir Kritis Dan Komunikasi Matematis Siswa Sekolah Dasar. .
Firdaus., (2015) Ismail Kailani, Md. Nor Bin Bakar, Bakry Bakry. Developing Critical Thinking
Skills of Students in Mathematics Learning. Journal of Education and
Learning. Vol. 9(3) pp. 226-236. 2015.
Mulyana, T. (2011) Kemampuan Berpikir Kritis dan Kreatif. online:
http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._MATEMATIKA/195101061976031-
TATANG_MULYANA/File_24_Kemampuan_Berpikir_Kritis_dan_Kreatif_Matematik.pdf.
[24 Februari 2016].
P
Proceeding
Rachmawati, Tutik., Daryanto. (2015). Teori Belajar dan Proses Pembelajaran yang Mendidik.
Yogyakarta: Gava Media
Sagala, S. (2003). Konsep dan Makna Pembelajaran. Bandung: Alfabeta..
[Muksetyo, Gatoto. ( 2007). Pembelajaran Matematika SD. Jakarta: Uneversitas Terbuka.
[BSNP.( 2006).Pedoman Penyusunan KTSP. Jakarta: Depdikbud.
Yeni, Ety Mukhlesi. (2011). Pemanfaatan Benda-Benda Manipulatif Untuk Meningkatkan
Pemahaman Konsep Geometri dan Kemampuan Tilikan Ruang Siswa Kelas V Sekolah
Dasar. Unpublished.
Suwangsih dan Tiurlina.(2006). Pembelajaran Matematika. Bandung: UPI Press
Heruman. (2008) Model Pembelajaran Matematika Di Sekolah Dasar. Bandung: PT. Remaja
Rosdakarya..
Sumarmo, Utari. (2011). Pembelajaran Matematika Berbasis Pendidikan Karakter. Prosiding
Seminar Nasional Pendidikan Matematika STKIP Siliwangi Bandung. Volume 1,. ISBN 978-
602-19541-0-2. Online: http://publikasi.stkipsiliwangi.ac.id/files/2012/11/Prof.-Dr.-Utari-
Sumarmo.pdf. [24 Maret 2016].
46
Proceeding
MST-124
The Effect of Using Counter Example Learning Strategy
Towards Students Mathematical Concept Understanding
Uly Maratu Zakiyah, Khairunnisa and Lia Kurniawati
Department of Mathematics Education, UIN Syarif Hidayatullah, Jakarta, Indonesia

Keywords: The term understanding means the ability to relate ideas, facts, or
procedures. The purpose of this study was to determine the effect of
Ability of mathematical counter example learning strategy towards the ability of the students to
concept understanding, mathematical concept understanding on statistical material. The study
Counter example learning was conducted at SMAN 10 South Tangerang Academic Year
strategy 2015/2016. The method used in this research is quasi experiment with
posttest only control group research design. The sampling technique
used is cluster random sampling. The subjects of this study are 71
students of class 11 which consists of 36 students in experimental group
and 35 students in control group. The instrument used to collect data in
Corresponding Author: this study is to test the ability of understanding mathematical concepts
Uly.mz92@gmail.com from the description form. Hypothesis test showed that the students
khairunnisa@uinjkt.ac.id mathematics concept understanding in experimental group which is
Lia.kurniawati@uinjkt.ac.id taught by using learning strategy counter example are better than
students mathematics concept understanding in control group which
using conventional learning strategy.
INTRODUCTION
One of the common goal of learning mathematics is to mathematical concept understanding;

explaining the relevance between concepts or logarithm in troubleshooting with flexibly,
accurately, efficiently, and precisely. A good understanding towards mathematical concepts is
expected could support and assist students to solve mathematical problems as good as to develop
other skills.
Country Knowing Applying Reasoning
Singapura 82 73 62
Korea Ref. 80 73 65
Jepang 70 64 56
Malaysia 44 33 23
Thailand 38 30 22
Indonesia 37 23 17
Rata-rata Internasional 49 39 30
In the table, it appears that the knowing aspect of the students of Indonesia are still below the
average (37%). Copeland defines understanding as knowing how to and knowing. Knowing means
the ability to do something with conscious and ascertain the process that is being carried out.
Meanwhile, in the aspect of reasoning achievement of students in Indonesia is 17%. In indicator
reasoning skills there is the ability to compile direct and indirect evidence and mathematical
induction. This is similar to the notion of rational understanding encountered by Polya; proving the
truth.
Wahyudin suggested that one tendency that led to a number of students failing to master the
points of discussion in mathematics very well is that the students lack understanding and using
good reasoning in solving a given problem. Understanding capability of mathematics as one of the
goals in mathematics gives the sense that the materials taught to students not only as a rote, but
more. So, with a good comprehending that students can better understand the concept of the
P
Proceeding
subject matter itself. This very clearly shows that the role of the teacher as a teacher is not only to
inform the material, but also to seeks and make students truly understand what they are learning,
what its benefits and usefulness in solving problems.
One of the strategies that can be used is counter example learning strategy. A teaching
strategy that encourages students to prove the validity of an argument, sentence, or statement by
showing an example that can abort argument, sentence or statement.
This strategy is interesting to be applied because they have many challenges, requires a lot of
trial and error, imagination, and presentation of exercises that seem like a puzzle. Problems which
given is designed in such a way to make it look easy but actually requires thought and analysis of
deep thinking. Besides this strategy is also different from the most strategies which refers to the
search for truth or the answer to a given problem, in contrary this strategy requires students to look
for the fault of a given statement.
Concept Understanding
Hilbert and Carpenter defines understanding as "making connections between ideas, facts, or
procedures, where the extent of understanding is Directly related to the characteristics of the
connection. It is also helpfull to extinguishing between different kinds of mathematical
understanding, and these are often expressed in the form knowing". Understanding relating to the
characteristics of the connection between ideas, facts, or procedures. This understanding is
expressed in the form of knowing.
Mnchener stated understanding as an absorption of the meaning from subject material
provided. To understand an object deeply, people must know the object itself, its relationship with
other similar objects, its relationships with other objects that are not similar, and its relationship
with objects in other theories. Minchener statement is also corelated with Hilbert and Carpenters
statement. The ability to connect supports the development of the capability of understanding.
Some expert gives the definition of understanding, some of them are Polya, Skemp, Bloom,
and Copeland. Their opinion could be broad divide into two groups:
a The low level understanding includes mechanics understanding, inductive, instrumental,
translation and knowing how to. This type of this understanding is related to procedural
knowledge and it is about series of actions which can be learnt by or without understanding its
meaning. At this stage, students only know series of action or step in working the activity and
how to use it but they do not know why the activity is done.
b The high level understanding includes rational and intuitive understanding, interpretation,
extrapolation, and knowing. This type of understanding includes validating the truth,
connecting a concept to the other one, working on mathematical activity consciously, and
estimating the truth without hesitation. The understanding about a concept not only makes
students able to give arguments related to material which is learnt but also knowing or even
remembering. The students are also able to develop their own ideas and abilities to solve a
non routine test.
The mathematical concept understanding will not be separated from understanding a concept
in mathematics. At the beginning, Mnchener explained about understanding an object. From what
Mnchener explained above, it can be conclude that the definition of object is similar with the
meaning of a concept. Slameto argued that a concept is as similar information which is gained
related to objects, characters, events which are intended to gain same concepts (having similar
meaning). In addition to the experiences which produce meaningful similar concept, everyone has
his or her own unique experiences related to certain concept. These concepts have special concept
for one person and different concepts for the others.
Based on the explanation written above, it can be concluded that the ability of understanding
a concept is the students abilities in working on a routine problem (test) algorithmically or based
on procedural matters and solving non routine problem (test) consciously by using intuition,
rationality, and ability to connect a concept with the other one. Additionally, the indicator which
will be used to improve the ability of mathematical concept understanding is the indicator which
was ever explained by Copeland. He said that the indicator is about knowing how to and knowing.
In his argument, knowing how to is student ability to solve routine problem, test related to
48
Proceeding
examples, and algorithm. Meanwhile, knowing is student ability in solving a problem consciously
and it means that student know the reason of the use of concept in solving a problem, the use of
ideas, facts, and procedure which is used. Student is also able to connect a concept to the other one
and validate the truth.
Strategy of Counter Example Learning

There is a strategy in learning which uses validity as its concept and this learning is well
known as counter example. Actually, counter example is an example which shows that a statement
given is wrong. An example denial can be easy and quick to show that a statement is incorrect. One
example denial is enough to argue or disagree with a statement
The objectives of using counter example learning strategy are:
a. To deepen a conceptual understanding
b. To reduce or lose common misunderstanding
c. To improve mathematical thinking ability more than a procedural matter or algorithm
d. To improve critical thinking ability (analyzing, validating, verifying, checking, and
proving)
e. To enlarge students example room
f. To make learning more active and creative
The procedure and steps the writer used in counter example learning strategy are taken from
the research which was done by Sergiy Klymchuk as follow:
a. Ask student to find error on a sentence or certain statement by giving a reason such as
example denial
b. Ask student to prove the truth by showing error
c. Ask student to analyze the truth from the comparison of picture or data based on
condition which is expected
d. Ask student to create a correct and incorrect statement, then ask the other students to
identify error on the statement
e. Give appreciation to student which creates the best example denial during learning
process in classroom
The method used in this research is quasy experiment method using research design posttest
only control group design and cluster random sampling as technique in taking a sample. The
subjects of the research are 71 students from eleventh grade students which consist of 35 control
group students and 36 experiment group students. Before the test was done, the intervention or
treatment was given to the experiment group (counter example learning strategy) to test the
effectiveness of an intervention in students mathematical concept understanding. Meanwhile, the
control group was given a conventional learning as a comparison. The instrument used in
collecting the data in the research was essay test relates to the ability of mathematics concept
understanding.

The result gained from the test (the control and experiment group students ability in
mathematical concept understanding) is as follow:
Table 2. The Result of Mathematical Concept Understanding Test
Group
Statistic
Experiment Control
36 35
Maximum 91 91
Minimum 26 22
Average 64,92 55,61
P
Proceeding
Group
Statistic
Experiment Control
Median 65,83 54
Modus 65,83 52,05
Variance 210,02 270,57
Standard Deviation 14,49 16,45
From the table 2 above, it can be seen that there was 22 students or approximately 61, 11%
from the experiment group who got the higher score from the average score, whereas there was 18
students or approximately 51, 43% from the control group.
The Result of Hypothesis Test

The result of hypothesis testing on the post-test obtained the value of t-count = 2.53 and t-
table = 1.69 at the degree of significance level 5% or ( =0.05). It means t-count is more than t-
table. Therefore, H0 is rejected, and H1 is accepted. H0 is that the students understanding of
mathematic concept in control class is lower than or as same as those in control class. Whereas,
H1 is that the students understanding of mathematic concept in experiment class is higher than
those in control class.
Research Discussion
This research was conducted for eight meetings in which seven meetings were for treatment
and one meeting was for post-test. The students were given a problem related to the counter
example strategy in every meeting. After that, the students were asked to solve it by themselves
and to discuss it with their groups using LKS and the teachers help.
The counter example is a learning strategy which focuses on the students, trains them to
solve problems by themselves, and to find the mathematic concept. There are no exact steps to
solve the problems, but it is very helpful for students to develop their ideas, facts, and procedures
related to the result. Thus, the counter example strategy is appropriate for students to improve their
understanding.
TABLE 3The Comparison Between The Concept Understanding Ability In The Experiment Class
And The Control Class Based On The Indicator Of Concept Understanding
The indicator of Experiment class Control class
Ideal
No mathematic concept
score % %
understanding ability
1 Knowing How to 11 9,64 87,63 9,28 84,41
2 Knowing 12 5,44 45,37 3,68 30,71
There is no significant difference between experiment class and control class in knowing
how to. It is because the problems are easy. However, the students concept understanding ability
in the experiment class is higher than in control class. In the control class the students were asked
to memorize formulas, so it was difficult for them to develop the formulas in solving problems.
However, the students in the experiment class who were taught through observation and analysis
tended to remember the materials longer because they focused on finding the origin of the
formulas, the functions of the formulas, and its application in other problems.
In knowing indicator, the control class is better than the experiment class because the
students get used to solve the problems by proving. Thus, they not only get the exact answer, but
also the origin of the formulas in order to support their argument or the proof. Besides, they also
get used to train their understanding in using counter example strategy.
Based on the explanation above, the use of counter example learning strategy affected
students understanding of Mathematic concept, especially in knowing as the second indicator. In
the first indicator, knowing how to, there was no any significant difference. Therefore, students
who are taught by using counter example learning strategy had better mathematical concept
understanding than those students taught by using conventional learning strategy.
50
Proceeding
CONCLUSION
The use of counter example learning strategy is effective in improving students
mathematical concept understanding. The hypothesis test showed that the use of counter example
learning strategy improved students mathematical concept understanding in the experimental
group. In addition, this research is only for statistical material. Therefore, there must be other
research in other mathematic materials. The next researchers who would do research on counter
example learning strategy are expected to study students mathematical concept understanding of
other mathematical ability that need to be improved, and other materials with different level.
REFERENCES
Arikunto, Suharsimi. (2012). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksar.
Dwirahayu, Gelar. (2010). Upaya Meningkatkan Kemampuan Pemahaman Siswa SD dalam

Menyelesaikan Masalah Pecahan dengan Menggunakan Visualisasi. paper in Proceeding
International Conference Mathematics Education, Departement of Mathematics Education
UIN Jakarta, November
Hernadi, Julan.(2008) Metoda Pembuktian dalam Matematika. Jurnal Penddikan Matematika.

Jurusan Pendidikan Matematika FKIP UNSRI. Vol. 2, No.1,.
Jihad, Asep. Pengembangan Kurikulum Matematika. Bandung: Multi Pressindo. 2008.
Kilpatrick, Jeremy.(2001).Adding It Up: Helping Children Learn Mathematics. Washington, DC:

National Academy Press,.
Klymchuk, Sergiy.(2012). Using Counter-Examples in Teaching and Learning of Calculus:

Students Attitude Performance, Mathematics Teaching-Research Journal Online, Vol. 5, N
4. New Zealand: Auckland University of Technology, December
Kunandar. (2007).Guru Profesional. Jakarta: Rajawali Pers,
Kurniawati, Lia. (2006) Pembelajaran denggan Pendekatan Pemecahan Masalah untuk

Meningkatkan Kemampuan Pemahaman dan Penalaran Matematik Siswa SMP. Jurnal
Matematika dan pendidikan Matematika: Algoritma. Vol. 1 No. 1, June.
Munir.(2008).Kurikulum Berbasis Teknologi Informasi dan Komunikasi. Bandung: Alfabeta,.
PISA.(2012) Result In Focus: What 15-years-olds Know and What They Can do With What They
Know.
Polya, G. (1973).How to Solve It: A New Aspect of Mathematical Method, Second Edition. New
Jersey: Princenton University Press,
Ramayulis. (2015). Dasar-dasar Kependidikan: Suatu Pengantar Ilmu Pendidikan. Jakarta: Kalam
Mulia,.
Rosnawati, R.(2013).Kemampuan Penalaran Matematika Siswa SMP Indonesia pada TIMSS

2011. Makalah disampaikan pada Prosiding Seminar Nasional Penelitian, Pendidikan dan
Penerapan MIPA, Fak. MIPA Universitas Negri Yogyakarta, 18 Mei.
Slameto.(1998).Proses Belajar Mengajar dalam Sistem Kredit Semester. Jakarta: Bumi Aksara,.
Sudjana. (2005).Metode Statistik. Bandung: Tarsito,.
P
Proceeding
Sugiono. (2010) Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R&D.
Bandung: Alfabeta,.
Suherman, Erman. (2003).Evaluasi Pembelajaran Matematika. Bandung: JICA,.
Sumarmo, Utari. (2007)Mengembangkan Kemampuan Penalaran dan Koneksi Matematik Siswa

SMA Melalui Pembelajaran Berbasis Masalah. Jurnal Kajian filosofi, teori, kualitas dan
manajemen pendidikan. Vol 1. No.2,.
Supardi. (2012)Aplikasi Statistika Dalam penelitian. Jakarta Selatan: Ufuk Press..
Taniredja, Tukiran.(2013).Model-Model Pembelajaran Inovatif dan Efektif. Bandung: Alfabeta,.
Tim MKPBM.(2001).Strategi Pembelajaran Matematika Kontemporer. Universitas Pendidikan

Indonesia,.
Yuliawaty, Lia. (2011)Pembelajaran Matematika dengan Pendekatan CRA (Concrete-

Representational-Abstract) untuk Meningkatkan Kemampuan Pemahaman dan Pemecahan
Masalah Matematik Siswa SMP. SIGMA Journal, No. 1, Vol. III,.
52
Proceeding
SCR-130
The Impact of Using Visualisation Technique Towards
Mathematics Problem Solving Involving HOTs Question
Afizal Abd Ghani, Effandi Zakaria and Saemah Rahman
Faculty of Education Universiti Kebangsaan Malaysia

Keywords: Higher order thinking skills (HOTs) is an element that has been
absorbed gradually in Malaysia public examinations. This has led to the
Higher order thinking, achievement of students affected because they failed to master this
Visualisation higher order thinking skills . Therefore, teachers are responsible in
ensuring that students are willing and able to solve HOTs questions.
This study aims to identify the impact of Visualisation Technique on
students' achievement in solving Mathematic problem solving
involving Hots questions. This study used a quasi-experimental design
with pre-and post-test on 60 students Year 6 in a schools in Alor Gajah.
An inferential statistical analysis t-test was used to compare the mean
achievement of the experimental and control groups. Based on the t- test
analysis, the experimental group that was taught through visualisation
technique showed higher proficiency scores in reading skills compared
Corresponding Author: to the control group who were taught through the conventional
approach. The findings show the visualisation method may help students
fyzl_88@yahoo.com.my to understand HOTs question needs and then help them to solve the
question . Hopefully, this study will be a guide to reader and can be use
in schools to improve the performance of pupils.
INTRODUCTION
Eleven shifts contained in Malaysia Education Blueprint 2013-2025 stated that, revamp the
examination and assessment are important to enhance the focus on higher order thinking skills in
order to improve the quality of international education. This matter needs to be focused in order to
produce human capital that is intelligent, creative and innovative to face the challenges of the 21st
century so that the country is able to compete on the world stage. The assessment system in the
education field is also undergoing a revolution especially public examinations. This is because by
the year 2016, the percentage of higher-order thinking questions will be added to cover 80% of the
overall UPSR (Primary School Evaluation Test) questions. Next, 80 % in the assessment center to
Form Three, 75% of the questions for SPM (Malaysian Certificate of Education) core subjects and
50% of the questions for SPMelective subjects.
Based on the 2014 UPSR results were announced, the overall achievements of candidates
declined slightly based on the National Average Grade (GPN) compared to previous years. GPN
overall UPSR candidates in 2014 was 2.29 points, less 0.02 point compared to 2.27 points in 2013.
The smaller GPN value indicates a better candidate achievement. There were two others UPSR
subjects named English and Science also drop GPN.
Analysis carried out by the Ministry of Education found that the factor and the exact cause of
the decline in 2014 achievement was due to the Higher Order Thinking Skills (HOTs) questions
where truly challenged candidates. In 2014, 40% of UPSR examination questions covered with
HOTs questions compared to 25% in the previous year. This analysis showed a decrease in
excellent result of all Grade A due to the implementation of the higher order thinking skills
questions. UPSR candidates making numerous mistakes in answering HOTs questions compared to
other questions.
Furthermore, the findings gathered by the United Nations Education Index, Malaysia is in
the last third place of the 181 countries involved. At the same time, the Programme for
P
Proceeding
International Student Assessment (PISA) puts Malaysia on the 55th out of 74 countries. The report
of Trends in International Mathematics and Science Study (TIMSS) 2011 also revealed a decline in
Malaysia's ranking in Mathematics, which was at 16th in 1999, 10th in 2003, 20th in 2007 and
26th in 2011. Moreover, Malaysia recorded a fall in an average score which is 519 marks in 1999,
508 marks in 2003, 474 marks in 2007 and 440 marks in 2011. TIMSS and PISA test the higher-
order thinking skills of students.
Malaysian Education Blueprint 2013-2025 emphasizes the concept of higher order thinking
skills in creating more competitive Malaysians in this 21st-century. The higher-order thinking
skills include critical thinking, creative thinking, logical thinking, reflective thinking and meta-
cognitive thinking skills. In addition, higher order thinking skills refer to the four top level in
Bloom's taxonomy which are applying, analyzing, evaluating and creating. Critical thinking skills
is one aspect that has been emphasized since 90s by the Malaysia education system.
The Ministry of Education has set critical thinking skills to be part of the basis for the
acquisition of knowledge and skills in the subject (Som, 2003). Moreover, critical thinking and
problem solving skills are also among the elements contained in the 21st Century Skills (Education
Technology, 2012). This is because the world today is concerned with the education sector which
plays an important role in human capital to form a complete package of high character and quality.
Furthermore, critical thinking and problem solving skills are also one of the elements found in soft
skills (soft skills) that are required for the development of human capital.
Johari and Yeong (2010) states that among the weaknesses of students in problem solving is
the low ability to make generalizations and low ability in mathematically thinking. These
weaknesses also affect students' mastery in solving mathematical problems. Next, a study
conducted by AyuErlina (2014), found that among the factors that affect students achievement is
the ability to solve problems. The study found a significant relationship between students
achievement and problem solving ability. Based on previous studies, various strategies have been
proposed and used to help students solve the math problem solving questions.
There are some studies found the use of visualization or diagram that help students generate
thought and comprehension questions for the next sketch to help them solve the problem solving
questions. However, there were no studies yet that show the ability of the strategy to apply on the
HOTs questions. Therefore, visualization strategy has been chosen to review the increase in
students achievement in answering problem solving questions involving HOTs skills and see the
difference between a control group and the experimental group. The problem of HOTs questions
need to be solved, because in 2016 the percentage of higher-order thinking questions will be added
to cover 80% of the overall UPSR examination and other examinations.
Theoretical framework
Visualisation skills are related to the theory of cognitive development and intellectual
development of Jean Piaget. Theory of cognitive development Piaget (1952) states that the
cognitive development of children is different and changed through four levels according to the age
of the sensory-motor (up to 2 years), preoperative (2-7 years), concrete operations (7-11 years )
and formal operations (12 and older). Clearly, primary school pupils are at the stage of concrete
operations. Pupils at the concrete operational stage able to think logically but still limited to
something that is real.
Consequently, the learning activities at the stage of concrete operations still rely on concrete
objects and use "hand-on material". Therefore, students at this level require the support material is
concrete and can be processed in order to strengthen the understanding of concepts related to
mathematics. Wiley cognitive theory (1990), Visual Cognitive theory divides into three parts, there
are; visual memory, visual perception and visualization skills. The skills will be a factor ingenuity
and wisdom of someone.
54
Proceeding
Control Group Experiment Group

(Using Visualisation technique)
Theory of cognitive development

Piaget (1952) . Wileys Cognitive
Archevement in problem theory (1990); Visual Cognitive
solving involving HOTS theory
questions - visual memory
- visual perception
Polya Methods (1957): - visualisation skills.
1.Understanding problems.
2.Devising a plan
3.Carrying out the plan.
4.Looking back
Figure. 1.Theoretical Framework Diagram
Research Design
Method of a study carried out should be determined by the study design that has been
chosen. According to Chua (2006), a study design should be choose based on the purpose of the
study. This study involved a quasi-experimental study. This study used a quantitative approach
using the test method (pre and post) .
The design of this quantitative study using a static design for the two groups (Static - Group
Comparisons). In the static design of these two groups, there are two groups that are selected as the
object of study. The first group was received treatment, while no treatment for second group. The
experimental design is described as below in Table 1..
Table 1. Experimental design
Treatment Post test
Group
(Independent Variable) (Dependent Variable)
E(experiment) X Y
C(Control) - Y
Source: McMillandan Schumacher 2010
Based on the description, the following will be explained about the variables in this study.
Table 2. Variables in this study
Group Treatment Post test
(Independent Variable) (Dependent Variable)
Class Year 6 A Use Visualisation Learning Outcomes
Class Year 6 B None Learning Outcomes
This study will be carried out in a primary school in Alor Gajah, Malacca. The study will be
conducted over 5 sessions either control or experimental class class. Pre-test will be carried out in
advance to determine the two groups are homogeneous or similar nature before a quasi-
experimental study was conducted.
The Sample of Study
The selection of the sample to determine the experimental class and control class is
conducted using a random sample group. These samples were made by a vote of four classes of
year 6 existing in the school. Voting is done by using paper that has been writen the name of the
class, from class Year 6 A to class Year 6 D. Then the paper was folded and randomly selected to
determine the experimental class and control class. From here it can be seen that every class has
the potential to become a class experiment and control class. The first draw will be experimental
group while the second draw for control group.
P
Proceeding
Intervention Method
As an intervention, visualization methods have been used to help students to solve a problem
solving involving HOTs questions. Visualization methods are required students to add to the visual
image to the questions and help them to understand the needs of the questions. Solving technique
by using visualization methods involving individual to mentally visualize a process or situation in
questions given. The pupils in experiment class are using visualization techniques to help them to
solve the math problem solving questions involving HOTs questions. There were five sessions
conducted to ensure that pupils can master this method well. After this learning session, pupils will
be tested again in the post-test.
Research Instrument
Achievement Test (Test Pre and Post): These instruments are used to measure the results of
learning students better than students in the control class or experimental class. In this study, a test
to measure student learning outcomes isdone twice through pre and post test. The post-test was
performed after the treatment sessions in class experiments performed. Before the test is given to
students, a pilot test was conducted in advance to obtain validity and reliability.
Precedure of Data Acquisition
Before conducting the study, researchers will be applied to study in advance of the party
concerned. This is done after discussion with the supervisor. A letter of authorization from the
Office of the Dean of the Faculty of Education of SMEs also needs to be obtained before the study
was conducted. After getting the approval letter, researchers will find great teachers of the schools
involved. In the meeting, the researchers will tell the purpose of study and research interests are
exercised.
There will be a meeting designed to find assistant principals and department heads and
teachers of mathematics involved. Researchers also will discuss with the class teacher involved.
This will make it easier for researchers to get an initial overview of the student whose will be
selected and facilitate researchers conducted interviews later. Meeting with teachers is also
important because researchers will assist the teachers if the methods used to achieve the objectives.

The Result of Pre-Test
Nul Hypothesis 1: There was no significant difference in mean achievement between the
control group and the experimental group answering HOTs questions in the pre-test.
Data analysis was carried out to determine the mean performance of the experimental group
and the control group before the lesson and treatment starts. Both groups were given a pre-test
questions of problem solving involving HOTs questions. As such, in order to identify significant
differences in mean achievement between the experimental group and the control group, the t-test
independent sample analysis was performed. Based on Table 4, it was found that the mean results
obtained by the experimental group was 58.1 and the standard deviation is 12.68. While the control
group received a mean score of 62.0 and a standard deviation of 14.63. The mean difference
between experimental and control groups in the pre-test is only of 3.9.
Table 3: The t-test to compare the achievement of experimental group and the control group
in the pre-test
Standard Mean
Group N Mean t-value df p
Deviation Diffe
Experiment 30 58.1 12.68 rent
3.9 -1.103 58 0.2
Control 30 62.0 14.63
*Level of significant is p<0.05
T-test analysis showed no significant difference between the scores of the experimental
group and the control group, t(60) = -1103 , p>0.05 . Therefore , the first hypothesis of this study
that there was no significant difference for the mean achievement of the experimental group and
56
Proceeding
the control group in the pre-test is failed to reject. This means that both groups have the same level
of performance before treatment done.
The Result of Post Test
Nul Hypothesis 2: The There was no significant difference in mean achievement between the
control group and the experimental group answering HOTs questions in the post-test.
Based on Table 5, the mean archievement obtained from the experimental group whose
follow the teaching method of visualization is 71.27 and standar devition is 11:39. While the
treatment group that followed the conventional teaching were got 63.80 mean and standard
deviation is 14:40. The difference of mean between experimental and control groups in post-test
was 7:47. T-test analysis also shows that there are significant differences in terms of mean
achievement scores between the experimental group and the control group, t(60)=2.23, p<0.05.
These results indicate that the achievements in solving problems of HOTs questions between the
experimental group whose had been taught using the method of visualization is much higher
compared with the control group were only taught using conventional approaches. As such, the
second null hypothesis, that there's no significant difference in mean achievement experimental
group and the control group in post-test is rejected.
Table 4. The t-test to compare the achievement of experimental group and the control group
in the post-test
Standar Mean
Group N Mean t-value df p
d Different
Experiment 30 71.27 Deviatio 11.39 7.47 2.23 58 0.03
Control 30 63.80 14.40
Comparison of Pre and Post Test Performance
Nul Hypothesis 3 : There was no significant difference in terms of the achievement mean pre
and post test for the control group and the experimental group in solving HOTS questions .
Analysis of paired samples t-test was used to test the existence of the mean difference for a
pair of variables that rely on each other for one population group . A comparative analysis was
conducted to test the hypothesis of the occurrence of the development of pupils knowledge after
teaching for using an approach . Table 6 shows the differences of score mean achievement of pre-
test mean and post-test mean score for the control group.
Table 5. The t-test to determine the difference mean score in the control group for pre-test
and post-test.
Standard
Test N Mean t-value df p
Deviation
Pre-test 30 61.97 14.63 -5.248 29 0.000*
Post-test 30 63.80 14.40
The findings showed there were significant differences of mean score of pre-test and post-
test achievement for the control group. The findings in the control group showed a mean score of
post-test is bigger than the mean score of pre-test of which is an increase in mean achievement
score of 1.83. Paired t-test findings showing a significant value (0.000) for the control group is less
than the value of alpha (0.005) , p=0.000 <0.05 by t (30) = -5.248 . As such , the null hypothesis
for this study was rejected . The conclusions of the study proved that there is a significant
difference between pre and post test in solving HOTs question for the control group.
Table 6. The t-test to determine the difference mean score in the experimental group for pre-
test and post-test
Standard
Test N Mean t-value df p
Deviation
Pre-test 30 58.07 12.679 - 29 0.000*
Post-test 30 71.27 11.390
While the findings of experimental group showed that the post-test mean score exceeds a
pre-test mean score, which is increase of 13.20. Paired t-test findings showing a significant value
P
Proceeding
(0.000) is less than the value of alpha (0.05), p=0.000 <0.05 by t(30) = -21.278. So, the null
hypothesis is rejected.
Conclusion, the study showed significant different in mean achievement in the experimental
group pre-test and post-test. These results showed an increase in the percentage of score achieved
after teaching is carried out for both groups using both conventional and visualization methods.
Indicated significant differences explain the occurrence of knowledge of students based on the
approach used in teaching. However, the percentage increase in achievement scores of solving
HOTs questions of the experimental group is larger, that is 13.20 compared to the percentage
increase in the control group, which is 1.83. Its showed that the experiment group can build much
better level of knowledge and performance after treatment done.
CONCLUSION
The findings are based on results of t-test. The study also showed a mean achievement in
post-test was higher compared to the mean pre-test result. This finding is consistent with the
findings Mat Jamudin (2002), which showed a significant difference in student achievement in pre-
test and post after the intervention. This suggests the use of visualization methods effective in
improving student achievement in resolving HOTs questions. The study carried out after the
treatment demonstrates the significant improvement of the experimental group in the post-test
compared to pre-test. It was found that the number of students who can master has increased in the
post-test. This achievement demonstrates the use of visualization methods to improve students'
ability to solve HOTs questions. The study also proved that using visualization methods, it can
improve the problem solving skills of students surveyed HOTs shaped.
In addition, this study had a positive impact on teachers in the use of alternative teaching
methods or techniques in the teaching of Mathematics. The use of visualization in the study gives
the option for teachers to improve student achievement in problem solving mastery mainly
involving HOTs questions. The use of this method can also be used in solving the questions that
often become a burden to the students. Teachers can practice these visualization methods overall
involve problem solving questions, especially to poor students.
The study was obtained a finding that the use of visualization methods affects very positively
and significantly to advance the performance and achievements of students in solving a
mathematical problem solving involving HOTs questions. The findings also show that teaching the
use of visualization methods are more effective than conventional teaching and learning.
Therefore, teachers need to use creativity and innovation in teaching and learning so that students
do not miss out and it should be in line with changes in the curriculum and educational wave.
REFERENCES
Ayu Erlina, (2013). The using of Geogebra Software toward Problem Solving Ability and
Mathematics Archievement, Malaysia. Bangi: Universiti Kebangsaan Malaysia,
Fatimah Saleh,(1991) Visualisasi Sebagai Satu Teknik Pengajaran Matematik, in Journal of The
Association for Science and Mathematics Education, Penang, pp. 36-42.
Johari Hassan and Yeong Wai Chung,(2010).The Ability and The Weaknesess of Problem
Solving Ability in Form Five Students, Johor: Universiti Teknologi Malaysia.
Mat Jamudin Jamrin,(2002). The Impact of Using Concept Maps Technique in Basic Economy
Subjet Form Four, Bangi: Universiti Kebangsaan Malaysia.
Newman, M. A, (1983). Strategies for Diagnosis and Remediation, Sydney, Harcourt, Brace,
Jovanovich.
58
Proceeding
Noor Shah Saad,(2005). Pengajaran Matematik Sekolah Rendah & Menengah: Teori dan
Pengkaedahan Petaling Jaya: Harmoni Publications.
Som Haji Noor dan Mohamad Dahalan Mohd Ramli, Critical and Creative Thinking Skills,
Selangor: Pearson Malaysia.
P
Proceeding
AST-79
Analysis of Scientific Literacy Through PISA 2015 Framework
Muhammad Arsyad1), Wahyu Sopandi 2), Didi Teguh Chandra 3)
Science Education
1)
Science Education of Indonesia University of Education Bandung, Indonesia
2)
Chemistry Education Indonesia University of Education Bandung, Indonesia
3)
Physics Education Indonesia University of Education Bandung, Indonesia

Keywords: This study aims to measure the quality of teaching in secondary
schools in the city of Bandung. The quality in question is with the
scientific literacy, emergence of scientific literacy indicators according to the PISA
PISA, 2015 study was conducted in three schools using 12 kinds of
framework, instruments to see the indicator-indicator scientific literacy on the
analysis Lesson Plan (LP), Teaching and Learning Process (TLP), and
Midterm Exam (MTE). Subjects were students aged 13 years at
Corresponding Author: three schools, three documents LP, and three documents of MTE.
The results show that the data analyst aspects most often arise is the
muhammad.arsyad.yahya@gmail.com* aspect of competencies with a total accumulation 1428 poins. The
wsopandi@upi.edu results also show that the school is located in the central of city
didichandra@gmail.com
shows the emergence of sub- scientific literacy than schools in the
north and south..
INTRODUCTION
Indonesia face the challenges of globalization. The era of globalization is characterized by the
occurrence of the phenomenon of international relations and interstate without being bound by the
limits of geo-political or geo-national / ideological. The whole world seems to be one and formed a
dependency without clear boundaries [1]. This is evidenced by the participation of Indonesia in
various international activities, ranging from APEC (Asia Pacific Economic Community), AFTA
(ASEAN Free Trade Area), World Trade Organization (WTO), the Asia-Pacific Economic
Cooperation (APEC), and the latest AEC (ASEAN Economic Community), which has just started
in 2016
Indonesia's participation in the International Trends in International Mathematics and Science
Study (TIMSS) since 1999 and the Program for International Student Assessment (PISA) since
2000, also showed that the achievement of Indonesian children are not encouraging in a couple of
times a report issued TIMSS and PISA. PISA and TIMSS are several indicators that may indicate
the quality of a country's literacy. PISA (Programme forInternational Student Assessment) is a
study of literacy that aims to examine periodically on the ability of students aged 15 years (class IX
Junior High School and class X Senior High School) in reading literacy, mathematics literacy, and
science literacy. PISA studies carried out by the OECD (Organization for Economic Co-operation
and Development) and the UNESCO Institute for Statistics, aims to determine a student's readiness
to face the challenges of society-knowledge (knowledge-society). While TIMSS (Trends in
International Mathematics and Science Study) is an international study coordinated by the IEA
(International Education Association) aims to determine the level of student achievement in
various countries around the world as well as gain useful information about the context of
Mathematics and Science Education.
The most recent PISA results are PISA 2012. Of the 65 participating countries, to the field of
mathematics Indonesia was ranked 64, for science on the order of 64, and for the field of 60. PISA
reading in order to be implemented is the closest PISA 2015 which will be published end of the
year 2016.
Need to do assessments of the level of readiness of students of Indonesia early on in the face of
PISA is conducted every three years. The assessment can be done by examining matters related to
60
Proceeding
learning. It is a very substantial and influential among them is the readiness of the teacher and the
learning process. It can be seen from the documents LP, Teaching and Learning, and also questions
tested to students, for example, is the Midterm Exam are routinely carried out by the school.
Bandung City as a big city and become a piloting cities both in terms infrastructures, economic,
cultural, demographic, and also educational. Bandung has many renowned campuses and schools
excel at national and international level. So it is worth mentioning as well as the city of education.
This research was conducted by examining the first secondary school in Bandung by taking into
account the location criteria to give some idea descriptive of the quality of education in the city is
using the 2015 PISA science literacy framework.
Scientific Literacy
Scientific Literacy has a lot to be studied and the main goals of education, especially science
education. Scientific literacy be a term used to express the breadth, slogan, keywords, and coverage
of the main objectives of education and science curriculum.
The term scientific literacy began in the late 1950s and the publication of the first possibility is
entitled "Scientific Literacy: Its Meaning for American Schools" by Paul Hurd in 1958. Hurd
defines scientific literacy as the intellectual ability and knowledge of one's essential to make
responsible decisions or perform cognitive actions in situations that require an understanding of
science and technology.
Scientific literacy is also defined as the knowledge and understanding of scientific concepts and
processes required by a person in making decisions, participation in society, cultural affairs, and
economic productivity . Science literacy associated with the capacity to perceive, use, and dealing
with science and its application in everyday life, particularly in the context of the transfer of
knowledge, science communication through the media and political decision-making or policy
related to science, and conduct in human activities .
Framework of PISA 2015
The Programme for International Student Assessment (PISA) is a triennial international survey
which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-
year-old students. Providing indicators on effectiveness, equity, and efficiency of educational
systems, setting benchmarks for international comparison, and monitoring trends over time are the
most important goals of the PISA. To date, students representing more than 70 countries have
participated in the assessment. The most recently published results are from the assessment in
2012.
PISA 2015 will be the sixth wave of the programme. Conducted by OECD on 27 July until 4
September 2015 and joined by more than 5500 students across 70 countries. The result will be
published in December 2016[16]. However, the framework of the program can be downloaded on
OECDs site.
Similar to the previous edition, PISA 2012, the PISA 2015 also consists of four domain or main
aspects namely: Contexts, Know ledges, Competencies and Attitude. The PISA 2015 major
difference is that the notion of knowledge about science has been specified more clearly and split
into two components procedural knowledge and epistemic knowledge. Below is the
composition of the aspects of scientific literacy in PISA 2015 framework:
Tabel 1. PISA 2015 Structure
Aspect/ Domain Indicators Sub-indicators
Health and Disease
Natural Resources
44 sub-
Contexts Environmental Quality
indicators
Hazards
Frontiers of Science and Technology
Content Knowledge
Procedural Knowledge 35 sub-
Knowledge
indicators
Epistemic Knowledge
Competencies Explain phenomena scientifically 16 sub-
P
Proceeding
Aspect/ Domain Indicators Sub-indicators

Evaluate and design scientific enquiry indicators
Interpret data and evidence scientifically
Interest in Science
Attitudes Valuing Scientific approaches to Enquiry 8 sub-indicators
Environmental Awareness
This study was a descriptive study. The method uses a combination of the two methods of
observation and document analysis.
Subject Of Research
This research was conducted on a class VII student at Junior High School level. Selection of
this age level is to look at the extent to which the emergence of scientific literacy indicators in a
timely fashion. The location of research is in the city of Bandung, Indonesia. By selecting at
random three schools in the region by taking into account the location of the school. Bandung area
is quite wide, so that the selected three schools that are considered representative, ie each of the
schools in the north, one school in the south, and one school in the middle
Methods
The first method is a method of observation. Through observing the learning process under the
researchers and two observers. Observations were made one at a school.
The second method is a method of analysis of the document. Through by analyzing documents
held by teachers and schools are given to students. The document is twofold LP and manuscripts
Midterm Exam. Documents analyzed by three raters who understand the ins and outs of education
and science literacy.
Instruments
Instruments used in this study there are four instruments that each one for each domain.
Because there are three components that are diteli learning, then there are 12 total
Instruments.
Tabel 2. The Instruments
Scientific Literacy
Components
Contexts Knowledge Competencies (3) Attitude (4)
Lesson Plan / LP Instruments Instruments Instruments Instruments
(A) A1 A2 A3 A4
Teaching
and Learning Instruments Instruments Instruments Instruments
Process/T LP B1 B2 B3 B4
Midterm Instruments Instruments Instruments Instruments
Exam/M TE C1 C2 C3 C4
Each instrument is composed of sub -indicators of sub- indicators of the four domains of
scientific literacy. The instrument is filled using an ordinal scale of 0 -4. Where the number 0
when sub- not appear, figure 1 when sub-indicators appears briefly, figure 2 when sub -indicators
appear in the majority, and the number 3 when sub -indicators emerge fully.
Data Analysis
Data analysis was performed with the help of Microsoft Excel by performing tabulation and
technically the entire instrument that has been filled. The figures are filled by the rater and the
observer is calculated by summing all the numbers written in columns in each component of
learning. After all data were tabulated learning component, these data are then tabulated again
in the tabulation of the domain with the count of the amount of data on i ndividual learning
components. So that would be obtained table results in all four domains as in Table III to Table VI.
62
Proceeding
This last phase is the fourth making this table into smaller table again, namely to see the
number of scores obtained by each domain. The higher the score obtained indicates that
subindicators in many emerging domain in the three learning components that are analysis. At this
table will also be seen in the sub-indicators emergence comparison schools in Bandung where
research was conducted.

This study was conducted at three schools in the city of Bandung in different locations.
One school in the north, one in the south, and one school in the middle. Each school, there are
three sources of data that each observation da ta is one of learning, the LP document, and the
document of MTE.
Learning observed by three observers who observe activities in class VII learning for two
hours the lesson, or about 2 x40 minutes. While LP and MTE analyzed using each
instrument A and C by three raters. The results of this three - rater then tabulated in each
domain.
Context Domain
Domain context obtained using instruments coded 1 ie A1, B 1, and C1. A1 is used to analyze
the LP, used to observe learning B1, and C1 to analyze the MTE. The en tire 44 sub- domain
context tabulated and the results can be seen in Table III.
On the table is visible only a small number subindikaator aspects emerging context. That is
marked not receive a score of zero. Namely nutrition, social transmission, biodivers ity, and
others. Sub-indicators of context that appears most frequently is biodiversity. Viewed from
the side of the location of the school, looks on to the domain context, schools located in the
city center tend to be better than the schools in the north and the south, which obtained a score of
131.
Knowledge Domain
Domain knowledge gained by using 2 -coded instruments namely A2, B2 and C2. A2 is
used to analyze the LP, B2 is used to observe learning and C2 to analyze the MTE. The entire
35 sub- domain knowledge tabulated and the results can be seen in Table IV. On the table is
visible only a small number subindikaator aspects emerging context. That is marked not
receive a score of zero. Namely nutrition, social transmission, biodervisty, and others. Sub -
aspects of knowledge that most often arises is the population
Viewed from the side of the location of the school, looks on to the domain context, the
school is in the center of town is still better than the schools in the north and the south, which
obtained a score of 191. This time the school is in uata better than in the South.
Table 3. Result Of Context Domain
Sampling Schools TOTAL
Sub-Indicators Northern Junior Southern Junior Centrum Junior
No. of Scientific High School High School High School
Literacy (NJHS) (SJHS) (CJHS) NJHS SJHS CJHS
LP TLP MTE LP TLP MTE LP TL MTE
1. Maintenance of health 0 0 3 1 0 0 0 P
13 0 3 1 13
2. Accidents 0 0 3 0 0 1 7 0 0 3 1 7
3. Nutrition 3 0 0 0 0 0 0 17 0 3 0 17
4. Control of disease 0 0 1 0 0 0 0 0 0 1 0 0
5. Social transmission 4 0 0 3 0 0 3 0 0 4 3 3
6. Food choices 0 0 0 0 0 0 0 2 0 0 0 2
7. Community health 0 0 0 0 4 0 0 2 0 0 4 2
8. Epidemics 0 0 0 0 4 0 0 1 0 0 4 1
Spread of infectious
9. 0 0 0 0 0 0 0 1 0 0 0 1
disease
Personal consumption of
10. 0 0 0 0 0 0 12 3 1 0 0 16
material and energy
P
Proceeding

Sub-Indicators Northern Junior Southern Junior Centrum Junior
No. of Scientific High School High School High School
Literacy (NJHS) (SJHS) (CJHS) NJHS SJHS CJHS
LP TLP MTE LP TLP MTE LP TL MTE
Maintenance of human P
11. 0 0 0 0 4 0 0 0 0 0 4 0
population
12. Quality of life 0 0 0 0 2 0 8 0 0 0 2 8
13. Security 0 0 1 0 0 0 0 0 0 1 0 0
Production and
14. 0 0 0 0 0 0 0 6 0 0 0 6
distribution of food
15. Energy supply 0 0 0 0 0 0 13 5 0 0 0 18
Renewable and
16. nonrenewable natural 0 0 0 0 0 0 0 0 0 0 0 0
system
17. Population growth 4 0 0 4 0 0 0 3 2 4 4 5
Sustainable use of
18. 6 0 0 2 6 0 0 3 1 6 8 4
species
Environmental friendly
19. 1 0 1 0 0 0 0 0 0 2 0 0
action
Use and disposal of
20. 0 0 0 0 0 0 0 2 0 0 0 2
material and devices
21. Population istribution 0 0 0 0 3 0 0 0 0 0 3 0
22. Disposal waste 0 0 0 0 0 0 0 0 0 0 0 0
23. Environmental impact 0 0 0 0 0 0 0 0 0 0 0 0
24. Biodiversity 51 3 0 58 12 0 0 13 2 54 70 15
25. Ecological sustainability4 0 0 4 0 0 0 0 2 4 4 2
26. Control ofpollution 0 0 0 0 0 0 0 0 0 0 0 0
Production and loss of
27. 0 0 0 0 0 0 0 0 1 0 0 1
soil/biomass
Risk assessments of
28. 0 0 0 0 0 0 0 0 0 0 0 0
lifestyle choices
29. Rapid changes 0 0 0 0 0 0 0 0 0 0 0 0
Slow andprogressive
30. 0 0 0 0 0 0 0 0 0 0 0 0
changes
31. Risk assessment 0 0 0 0 0 0 0 0 0 0 0 0
32. Climate change 0 0 0 0 0 0 0 0 0 0 0 0
Impact of modern
33. 1 0 0 0 0 0 0 0 0 1 0 0
communication
Scientific aspects of
34. 0 0 0 0 0 0 0 0 0 0 0 0
hobbies
35. Personal technology 0 0 0 0 0 0 0 0 0 0 0 0
Music and sporting
36. 0 0 0 0 0 0 0 0 0 0 0 0
activities
37. New materials 1 0 0 0 0 0 0 0 0 1 0 0
38. Devices and processes 0 0 2 0 0 1 6 0 2 2 1 8
39. Genetic modifications 0 0 0 0 0 0 0 0 0 0 0 0
40. Health technology 0 0 0 0 0 0 0 0 0 0 0 0
41. Transport 0 0 0 0 0 0 0 0 0 0 0 0
42. Extinction ofspecies 0 0 0 0 0 0 0 0 0 0 0 0
43. Exploration of space 0 0 0 0 0 0 0 0 0 0 0 0
Origin and structure of the
44. 0 0 0 1 0 0 0 0 0 0 1 0
Universe
TOTAL 75 3 11 73 35 2 49 71 11 89 110 131
64
Proceeding
Table 4. Result Of Context Domain

Northern Southern Junior Centrum
Sub-Indicators of
NO. Junior High High Junior High NJ SJ CJ
Scientific Literacy
School (NJHS) School (SJHS) School (CJHS) HS HS HS
LP TLP MTE LP TLP MTE LP TLP MTE
1. Structure of matter 0 0 0 0 0 0 0 0 0 0 0 0
2. Properties of matter 0 0 1 0 0 2 48 1 2 1 2 51
3. Chemical changes of matter 0 0 3 0 0 0 0 0 1 3 0 1
Motion andforces and action
4. 0 0 0 0 0 4 0 0 2 0 4 2
at a distance
5. Energy and its transformation 0 0 0 0 0 0 0 0 2 0 0 2
Interactions between energy
6. 0 0 0 0 0 0 11 0 0 0 0 11
and matter
7. Cells 0 2 0 0 0 0 0 4 0 2 0 4
8. The concept of an organism 16 3 0 19 4 0 0 6 0 19 23 6
9. Humans 0 0 0 0 3 0 0 5 0 0 3 5
10. Populations 38 10 0 46 5 1 0 7 1 48 52 8
11. Ecosystems 6 7 0 0 0 2 0 0 4 13 2 4
12. Biosphere 0 0 0 0 0 0 0 0 0 0 0 0
13. Structures of the Earth systems 0 0 0 0 0 0 0 0 0 0 0 0
14. Energy in the Earth systems 0 0 0 0 0 0 0 0 0 0 0 0
15. Change in Earth systems 0 0 0 0 0 0 0 0 0 0 0 0
16. Earths history 0 0 0 0 0 0 0 0 0 0 0 0
17. Earth in space 0 0 0 0 0 0 0 0 0 0 0 0
The history and scale of the
18. 0 0 0 0 0 0 0 0 0 0 0 0
Universe and its history
The concept of variables
including dependent,
19. 0 0 0 0 0 0 1 0 0 0 0 1
independent and control
variables
20. Concepts of measurement 8 0 2 11 0 1 5 0 1 10 12 6
Ways of assessing and
minimizing uncertainty such as
21. 2 0 0 2 0 0 0 0 0 2 2 0
repeating and averaging
measurements
Mechanisms to ensure the
22. 9 0 0 0 0 0 0 0 0 9 0 0
replicability ,accuracy of data
Common ways of abstracting
and representing data using
23. 10 0 1 0 0 2 8 3 2 11 2 13
tables, graphs and charts and
their appropriate use
The control of variables
24 strategy and its role in 0 0 0 0 0 0 0 0 0 0 0
experimental design
The nature of an appropriate
25. design for a given scientific 12 0 1 17 4 1 13 0 2 13 22 15
question
The nature of scientific
26. observations,facts, hypotheses, 13 0 1 11 3 0 15 0 2 14 14 17
models and theories
The purpose and goals
ofscienceas distinguished from
27. technology , what constitutes 0 0 0 0 0 0 1 0 0 0 0 1
a scientific or technological
question and appropriate data
28. The values of science 7 1 0 4 1 0 7 0 0 8 5 7
29. The nature of reasoning 5 0 0 4 0 0 6 0 0 5 4 6
30. How scientific claims are 7 0 0 5 0 0 11 0 0 7 5 11
P
Proceeding

Northern Southern Junior Centrum
Sub-Indicators of
NO. Junior High High Junior High NJ SJ CJ
Scientific Literacy
School (NJHS) School (SJHS) School (CJHS) HS HS HS
supported by data and
reasoning in science
Thefunction of differentforms
of empirical enquiry in
31. 5 0 0 0 3 0 7 0 0 5 3 7
establishing knowledge, their
goal and their design
How measurement error
affects the degree of
32. 0 0 0 0 0 0 0 0 0 0 0 0
confidence in scientific
knowledge
The use and role of physical,
33. system and abstract models 0 0 0 0 0 0 0 0 0 0 0 0
and their limits
The role of collaboration and
critique and how peer review
34. 6 0 0 5 0 0 9 0 0 6 5 9
helps to establish confidence
in scientific claims
The role ofscientific
knowledge, along with
otherforms of knowledge,
35. 2 0 0 1 0 0 4 0 0 2 1 4
identifying and addressing
societal and technological
issues
Total 146 23 9 125 23 13 146 26 19 178 161 191
Table 5. Result Of Competencies Domain

Nothern Junior Southern Junior Centrum Junior
Sub-Indicators of Scientific
No High High School High School NJ SJ CJ
Literacy
School (NJHS) (SJHS) (CJHS) HS HS HS
Recall and apply appropriate
1 43 4 3 45 17 2 27 47 1 50 64 75
scientific knowledge
Identify, use and generate
2 explanatory models and 13 6 0 15 7 0 18 19 2 19 22 39
representations
Make andjustify appropriate
3 15 0 0 19 2 0 7 15 3 15 21 25
predictions
4 Offer explanatory hypotheses 4 0 0 5 0 0 7 4 1 4 5 12
Explain the potential
5 implications of scientific 3 0 0 4 0 0 5 3 0 3 4 8
knowledgefor society
Identify the question explored in a
6 given 9 0 0 3 4 0 5 9 0 9 7 14
scientific study
Distinguish questions that are
7 possible to investigate 4 0 0 3 5 0 0 4 0 4 8 4
scientifically
Propose a way of exploring a
8 2 0 0 3 3 0 1 2 0 2 6 3
given question scientifically
Evaluate ways of exploring a
9 4 0 0 3 0 0 4 4 0 4 3 8
given question scientifically
Describe and evaluate a range
10 11 0 0 2 0 0 7 11 0 11 2 18
of ways that scientists use to
66

Bahasa

Prosiding Icmse 2016

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Prosiding Icmse 2016

Diunggah oleh

Hak Cipta:

Format Tersedia

Proceeding

International Conference on Mathematics and Science Education

Article info Abstract

RESULTS AND DISCUSSION

Figure 1. Graph Plotting Mathematics with Physics

Figure 2. Graph Plotting Mathematics with economics

Table 2. Regression coefficients on Mathematical Physics

Sukwiaty. 2009. Ekonomi SMA Kelas X. Jakarta: Yudistira.

Sugiyono. 2011. Metode Penelitian Pendidikan. Bandung: Alfabeta

Article info Abstract

Assessment of student learning outcomes is an attempt to assess the competence of students

Figure 1. Framework Research

RESULTS AND DISCUSSION

Tabel 1. Results of Validation of the Theoretical (Qualitative)

Tabel 2. Result of Linear Algebra Achievement Test

Tabel 3. Quality of Linear Algebra Learning Achievement Test

Arikunto, Suharsimi.(2002).Prosedur Penelitian Suatu Pendekatan Praktek.Edisi Revisi V Jakarta:

Arikunto, Suharsimi. (2006)Dasar-dasar Evaluasi Pendidikan. Jakarta: PT. Bumi Aksara.

Djemari Mardapi.(2008).Teknik Penyusunan Instrumen dan Nontes. Yogyakarta: Mitra Cendikia

Purwanto. (2009 ).Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar.

Sudijono, Anas.(2009).Pengantar Evaluasi Pendidikan.Jakarta : Raja Grafindo Persada

Sudijono, Anas. (2011).Pengantar Evaluasi Pendidikan. Jakarta : PT Rajagrafindo Persada.

Sudjana,N.(2008).Penilaian Hasil Belajar Mengajar. Rosdakarya, Bandung.

Sugiyono.(2011). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D.

1. The ability of students' mathematical problem solving

2. Scientific Inquiry Approach

RESULTS AND DISCUSSION

Statement Attitude score

Statement Attitude score

Relationship Between The Educational Background With

Article info Abstract

No Students Value Theory Value Practice

RESULTS AND DISCUSSION

Implementation of Problem Solving Model Syntax

Figure 2. Graph model syntax problem solving on material effect of temperature on

Table 6. Educational Background relationship with Problem Solving Model Syntax

3) Educational Background relationship with Problem Solving Model Syntax Implementation

4)Educational Background relationship with Problem Solving Model Syntax Implementation

Problem Solving Model Syntax

American College of Nurse-Midwives.(2012). Core Competencies for Basic Midwifery Practise, ,

Basic Medical Education.(2003).WFMW Global Standar,

Mathematics Department Teacher Education Institute , Tuanku Bainun, Penang, Malaysia

The 2013-2025 Malaysian Education Blueprint And Thinking Skills

Figure 1. Graphics Organizer (comparing and contrasting)

range of important cognitive skills, including critical thinking, reasoning, creative

Figure 2. Double Bubble Map (comparing and contrasting)

Thinking Skills In The Mathematics Standard Curriculum

Figure 3. Mathematical Curriculum Framework

The frameworks lists five elements in mathematical process; to develop thinking

Proses pengajaran dan pembelajaran matematik sekolah rendah

If we expect students to engage in the thought process more creative and

Figure 1. First sample of HOTs Question

Figure 2. Second Sample of HOTs Question

Figure 4. Process diagram form in accordance with the requirements

The Continuity Efforts

Study the scientific review

Techniques of Answering HOTs Question

The involvement of the District Education Officers.

Figure 5. teaching materials

The Nature of Critical Thinking and Implementation of

Article info Abstract

The nature of think