Research Article
Students' Mathematical Critical Thinking Ability in Solving The Application of First-Order Differential Equations
@INPROCEEDINGS{10.4108/eai.17-7-2021.2312399, author={Arfatin Nurrahmah and Stevanus Budi Waluya and Tri Sri Noor Asih and Nurina Kurniasari Rahmawati and Arie Purwa Kusuma}, title={Students' Mathematical Critical Thinking Ability in Solving The Application of First-Order Differential Equations}, proceedings={Proceedings of the 1st International Seminar on Teacher Training and Education, ISTED 2021, 17-18 July 2021, Purwokerto, Indonesia}, publisher={EAI}, proceedings_a={ISTED}, year={2021}, month={10}, keywords={mathematical critical thinking application of first-order differential equations}, doi={10.4108/eai.17-7-2021.2312399} }- Arfatin Nurrahmah
Stevanus Budi Waluya
Tri Sri Noor Asih
Nurina Kurniasari Rahmawati
Arie Purwa Kusuma
Year: 2021
Students' Mathematical Critical Thinking Ability in Solving The Application of First-Order Differential Equations
ISTED
EAI
DOI: 10.4108/eai.17-7-2021.2312399
Abstract
Many mathematical problems of natural symptoms whose mathematical models can be formulated in the form of differential equations. Because the problem is complex, students need to develop their thinking skills, one of which is critical thinking. This study aims to describe students' mathematical critical thinking ability in solving the problem of the application of first-order differential equations. The method used in this study is descriptive qualitative. The subject of this study was a 6th-semester student of Indraprasta PGRI Indraprastha, with as many as three people. The selection of subjects is donetopicsosive sampling, based on the results of pretests. The instruments used are critical thinking skills tests (pretest and posttest questions), interview guidelines, and researchers. Data analysis techniques are carried out through data reduction, presentation of data, and verification. The results showed that there were student's critical thinking ability in solving problems of applying first-order differential equations, especially in subjects with high (L6) and moderate pretest (M9) results that met all indicators. However, issues with low pretest results (L2), from the three questions given, could only work on one question and did not fulfill the critical thinking indicators in the other two questions.
