Article Title
Students' Mathematical Critical Thinking through Conceptual Change Approach
Abstract
Critical thinking ability is one of the higher order thinking skills. Students who have high critical thinking skills are expected to have the ability to analyze problems properly and precisely. The purpose of this study was to find out the differences in students' mathematical critical thinking skills who received learning using the conceptual change approach and those who received conventional learning, namely the scientific approach. This research was conducted at a junior high school in Tangerang Selatan City, Banten province. The research method used is a quasi-experimental research design with a posttest only control design. The research sample consisted of 70 students consisting of 37 students in the experimental group and 33 students in the control group using cluster random sampling technique. The results of this study indicate that students' mathematical critical thinking skills who learned with a conceptual change approach are higher than students who learned with a scientific approach. The critical thinking skills of students who get learning with the conceptual change approach on indicators of analyzing arguments are 72.64%, on indicators making conclusions is 67.23%, evaluating is 84.46%, and solving problems is 61.85%
