6th International Conference on Mathematics, Science, and Education (ICMSE 2019) IOP Publishing

Journal of Physics: Conference Series 1567 (2020) 022101 doi:10.1088/1742-6596/1567/2/022101

Critical thinking skills based on mathematical dispositions in

problem-based learning

B E Susilo1*, D Darhim2 and S Prabawanto2

1
Mathematics Departement, Faculty of Mathematics and Natural Science, Universitas
Negeri Semarang, Indonesia
2
Mathematics Education Departement, Universitas Pendidikan Indonesia, Indonesia
*
Corresponding author: [email protected]

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

1. Introduction
During the industrial revolution 4.0, in multinational and multicultural relations, problem-solving in
the field of mathematics and also in complex problems in general, such as making a right decision
from the large amount of data that has to be filtered or processed, people need skills in higher-order
thinking, one of which is critical thinking skills. For this reason, all members of the community need
this essential ability, namely critical thinking skills [1–3]. In the process of producing an effective
thought or problem solving, critical thinking and creative thinking are needed, they are related to one
another [4]. In general, the benefits of critical thinking skills include (1) helping in problem-solving,
(2) giving consideration in making decisions, (3) helping to distinguish between facts and opinions,
and (4) helps to be calm in solving complex problems. In learning, students with critical thinking skills
can be investigated how they are in (1) making an analysis or clarification of a given problem
(clarification), (2) evaluating or assessing a problem through reasons or examples (assessment), (3)
making a conclusion (inference), and (4) developing problem-solving strategies (strategies) [5-6].
One of the goals of mathematics learning is to develop students' ability to think critically. The
students expected to have the thinking skills that will assist them in making a strong decision to
acquire new knowledge quickly, like critical thinking skills that are strongly needed in this 21st century
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Published under licence by IOP Publishing Ltd 1
6th International Conference on Mathematics, Science, and Education (ICMSE 2019) IOP Publishing
Journal of Physics: Conference Series 1567 (2020) 022101 doi:10.1088/1742-6596/1567/2/022101

[6-7]. Critical thinking skills in mathematics learning can be developed through problem-based
learning [8–11]. Problem-based learning is defined as a learning model that empowers real problems
as context, so students can work with critical thinking and problem-solving skills so that they gain
important knowledge and concepts from the subject matter. Problem-based learning steps include: (1)
giving problems to students by the teacher, (2) students are guided by the teacher to discuss in small
groups to identify problems, (3) students work independently to prepare solutions to related problems,
(4) students return to groups to exchange information, peer learning, and working together to solve
problems, (5) students present the solutions they get, and (6) students are guided by the teacher,
together to evaluate all their learning activities [12]. Based on the design applied in problem-based
learning, in theory, students' critical thinking skills can be developed in the process of this learning
model, but this process requires a long time [13].
The process of learning mathematics has a big challenge, found many types of difficulties
experienced by students in learning it. Lecturers have tried to solve this problem by choosing
appropriate learning strategies from various models, methods, and learning media. Students are
motivated by lecturers so that they have a positive attitude towards mathematics. Positive attitudes
towards mathematics that are expected to be owned by students include self-confidence, perseverance,
interests, good judgment and appreciation of mathematics, these positive attitudes towards
mathematics are indicators of mathematical disposition [14]. Students who have a positive
mathematical disposition such as self-confidence and high interest, strong perseverance, and a good
assessment of mathematics will help students overcome various types of difficulties they face. This is
because mathematical disposition has a positive effect on students' ability to solve problems [15-19].
And vice versa if students have a negative mathematical disposition. Positive mathematical disposition
of students helps overcome student difficulties and improve critical thinking skills so students can
solve problems.
Based on the background that has been described, the problem in this study is focused on how to
describe students' critical thinking skills based on mathematical dispositions in Problem-based
Learning.

2. Method
The method used in this research is descriptive exploratory. The instruments used include tests, scales,
observations, and documentation. The research data was taken in the academic year 2018/2019,
conducted at one of the universities in Central Java, with a total of 39 undergraduate students from the
mathematics education study program.
In this study, the scale instrument was used to measure students' mathematical disposition and
group them according to categories as in Table 1. This scale has a reliability index of 0.714 and
consists of 26 statement items, the scores that students can achieve are the lowest score of 26 and the
highest score of 130.
Table 1. Mathematical Dispositions Categories.
Mathematical Dispositions
Scores
Categories
26.00 ≤ x ≤ 43.33 High
43,33 < x ≤ 60.67 Negative Moderate
60.67 < x ≤ 78.00 Low
78.00 < x ≤ 95,33 Low
95.33 < x ≤ 112.67 Positive Moderate
112.67 < x ≤ 130.00 High

In this study, the test instrument was used to find out the enhancement of students' critical thinking
skills through pretest and posttest. This test has a reliability index of 0.702 and consists of four items
to measure the achievement of indicators of students' critical thinking skills. The four indicators of
critical thinking skills used in this study include the abilities in analyzing problems, concluding and
giving an explanation, evaluating, and choosing problem-solving strategies. After students are

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6th International Conference on Mathematics, Science, and Education (ICMSE 2019) IOP Publishing
Journal of Physics: Conference Series 1567 (2020) 022101 doi:10.1088/1742-6596/1567/2/022101

distributed in their respective mathematical disposition groups, the students' critical thinking skills are
analyzed based on the results of achievements in the pre-test and post-test, so that their enhancement
can be analyzed. Students' critical thinking skills achievement are grouped by categories as in Table 2
and measurement of enhancement using normalized gain with categories as in Table 3 [20]. Lectures
are documented with video. The results of observation and documentation during lectures are used to
obtain a description of student learning activities. Research data analyzed and described exploratively.
Table 2. The Achievement Categories
Scores Categories
80 < x ≤ 100 Excellent
65 < x ≤ 80 Good
55 < x ≤ 65 Adequate
40 < x ≤ 55 Marginally Adequate
0 ≤ x ≤ 40 Poor

Table 3. The Normalized Gain Categories

Gain Scores Categories
0.7 ≤ x ≤ 1 High-g
0.3 ≤ x < 0.7 Medium-g
0 ≤ x < 0.3 Low-g

3. Result and Discussion

3.1. Student mathematical disposition and categories.

The scale instrument was used to measure students' mathematical dispositions, 39 students had filled
the scale and based on the grading scale, students were grouped by category, the results of the
grouping were shown in Table 4. Based on Table 4, it was known that there were no students in the
negative mathematics disposition group, there were 11 students (28.21%) in the low positive
mathematical disposition group, 23 students (58.97%) in the moderate positive mathematical
disposition group, and 5 students (12.82%) in the high positive mathematical disposition group.
Table 4. Student Mathematical Dispositions Categories.
Mathematical Dispositions Number of students Percentage
Categories (%)
High 0 0
Negative Moderate 0 0
Low 0 0
Low 11 28.21
Positive Moderate 23 58.97
High 5 12.82
Total 39 100.00

Table 4 shows that all students are in the positive mathematics disposition group, this means that all
students have a positive attitude towards mathematics, and this is a good asset in learning
mathematics. This good result is likely because students come from mathematics education study
programs. Table 4 also shows that the moderate positive mathematical disposition group had the most
members with 23 students (58.97%), while the high positive mathematical disposition group had the
fewest members with 5 students (12.82%).

3.2. Students' critical thinking skills based on mathematical disposition in problem-based learning
Student achievement results in the pre-test and post-test are distributed and analyzed based on their
respective mathematical disposition groups. Table 5 shows the results of the achievement and

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6th International Conference on Mathematics, Science, and Education (ICMSE 2019) IOP Publishing
Journal of Physics: Conference Series 1567 (2020) 022101 doi:10.1088/1742-6596/1567/2/022101

enhancement of students' critical thinking skills based on mathematical disposition in Problem-based

Learning.
Based on Table 5 it is known that the achievement of critical thinking skills based on mathematical
dispositions in Problem-based Learning has average of 30.83 on pre-test and 67.50 on post-test, with
the highest achievement of 65.00 on pre-test and 100.00 on post-test, and the lowest achievement of
10.00 on pre-test and 42.50 on post-test. The average achievement of the test in the mathematical
disposition groups from low to high has increased, so it can be said that based on mathematical
disposition, students' critical thinking skills have increased. Based on the post-test results, sequentially,
from the low positive mathematical disposition group, moderately positive, and high positive obtain an
average of achievement of critical thinking skills of 50.23 (marginally adequate), 71.85 (good), and
79.00 (good). The enhancement of students' critical thinking skills in Problem-based Learning belongs
to the medium category (N-Gain = 0.53). Sequentially from the low positive mathematical disposition
group, moderate positive, and high positive obtained N-gain of 0.36, 0.58, and 0.66 (medium
category). Based on the results of the analysis of Table 5, it can be concluded that students'
mathematical disposition has a positive effect on the achievement and enhancement of students'
critical thinking skills. This finding is relevant to previous research which states that Problem-based
Learning is used in the development of critical thinking skills [8–11], specifically in achievement of
critical thinking skills [21-22] and in enhancement of critical thinking skills [23–24].
Table 5. Students' Critical Thinking Skills Based on Mathematical Disposition in
Problem-based Learning.
Number Percentage Statistics
Mathematical
of (%) N-Gain
Dispositions Categories Pre-test Post-test
students
Average : 23.64 50.23
0.36
Low 11 28.21 Highest : 40.00 85.00
(Medium)
Lowest : 10.00 42.50
Average : 33.04 71.85
0.58
Positive Moderate 23 58.97 Highest : 65.00 100.00
(Medium)
Lowest : 10.00 52.50
Average : 36.50 79.00
0.66
High 5 12.82 Highest : 42.50 100.00
(Medium)
Lowest : 27.50 47.50
Average : 30.83 67.50
0.53
Total: 39 100.00 Highest : 65.00 100.00
(Medium)
Lowest : 10.00 42.50

3.3. Achievement of Indicators of Critical Thinking Skills Based on Mathematical Dispositions

Table 6 shows students’ achievement results in the post-test of each indicator of critical thinking skills
based on mathematical disposition in Problem-based Learning. The average achievement of each
indicator of students' critical thinking skills based on mathematical disposition and overall in Problem-
based Learning is shown in Table 6. Based on Table 6 it is known that overall, the average
achievement of indicators of students' critical thinking skills on abilities in analyzing problems,
evaluating, and choosing problem-solving strategies, in the good category, respectively were obtained
at 71.00, 76.00, and 67.00, while at ability in concluding and giving an explanation in the adequate
category is obtained at 56.00. The average achievement indicator of students' critical thinking skills
based on the mathematical disposition, is also shown in Table 6, the comparison of achievements
between categories of mathematical disposition is shown in Figure 1.

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6th International Conference on Mathematics, Science, and Education (ICMSE 2019) IOP Publishing
Journal of Physics: Conference Series 1567 (2020) 022101 doi:10.1088/1742-6596/1567/2/022101

Table 6. Achievement of Indicators of Critical Thinking Skills Based on Mathematical Disposition in

Problem-based Learning.
Achievement of Indicators of Critical Thinking Skills and Its Categories
Mathematical Concluding and
Analyzing Choosing problem-
Dispositions Categories giving Evaluating Average
problems solving strategies
explanation
45.45 44.55 59.09 51.82 50.23
Low (Marginally (Marginally (Adequate) (Marginally (Marginally
Adequate) Adequate) Adequate) Adequate)
Positive 77.39 55.65 81.74 72.61 71.85
Moderate
(Good) (Adequate) (Excellent) (Good) (Good)
92.00 74.00 82.00 68.00 79.00
High
(Excellent) (Good) (Excellent) (Good) (Good)
71.00 56.00 76.00 67.00
Average
(Good) (Adequate) (Good) (Good)

Figure 1. Achievement of Indicators of Critical Thinking Skills Based on

Mathematical Disposition in Problem-based Learning

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6th International Conference on Mathematics, Science, and Education (ICMSE 2019) IOP Publishing
Journal of Physics: Conference Series 1567 (2020) 022101 doi:10.1088/1742-6596/1567/2/022101

Based on Table 6 and Figure 1, it is known that (1) students in the low positive mathematical
disposition group have marginally adequate abilities in analyzing, explaining, and choosing strategies,
and adequate abilities in evaluating; (2) students in the moderate positive mathematical disposition
group have adequate abilities in explaining, good abilities in analyzing and choosing strategies, and
excellent abilities in evaluating; and (3) students in the high positive mathematical disposition group
have good abilities in explaining and choosing strategies, excellent abilities in evaluating and
analyzing. The increasing trend in the achievement of indicators of critical thinking skills based on
mathematical dispositions in Problem-based Learning also appears in Figure 1.
Based on the results and discussion, it can be concluded that students' mathematical disposition has
a positive effect on (1) the achievement and enhancement of students' critical thinking skills and (2)
the achievement in each indicator. This finding is relevant to previous research which states that
mathematical disposition has a positive effect on students' ability to solve problems [15–19] and
specifically on critical thinking skills [25].

4. Conclusion
Some conclusions are obtained based on the results and discussion that have been described, these
conclusions include: (1) there are no students in the negative mathematics disposition group, (2) the
enhancement of students' critical thinking skills in Problem-based Learning belongs to the medium
category; (3) students in the low positive mathematical disposition group have marginally adequate
abilities in analyzing, explaining, and choosing strategies, and adequate abilities in evaluating; (4)
students in the moderate positive mathematical disposition group have adequate abilities in explaining,
good abilities in analyzing and choosing strategies, and excellent abilities in evaluating; and (5)
students in the high positive mathematical disposition group have good abilities in explaining and
choosing strategies, excellent abilities in evaluating and analyzing. There was a trend of increasing the
achievement of indicators of critical thinking skills based on mathematical disposition in Problem
Based Learning. Mathematical disposition has a positive effect on the achievement and enhancement
of critical thinking skills and the achievement in each indicator.

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