Penerapan Strategi Pembelajaran Kontekstual untuk Meningkatkan Kemampuan Ber­pikir Kritis Matematika

Abstract

This experimental study aims to investigate the differences in effectiveness between unstructured contextual learning, structured contextual learning, and conventional learning in developing students’ critical thinking skills in mathematics across different school levels (high and medium) and different prior knowledge in mathematics (top, middle, and bottom). Involving 251 students, this study reveals that the results of one-way ANOVA test and two-way ANOVA and Scheffe test indicate differences in mathematics critical thinking skills among the students experiencing the three different learning strategies. There is no interaction between the strategies of unstructured contextual learning, structured contextual learning, and conventional learning and the school levels (high and medium) in developing the critical thinking skills, but there is an interaction between those strategies and prior knowledge. The students having different prior knowledge tend to have different critical thinking skills in mathematics.