Selly Rezeqi

BERPIKIR KRITIS DALAM PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN KONSTRUKTIVISME

Introduction

Berpikir kritis dalam pembelajaran matematika dengan pendekatan konstruktivisme. Jelajahi pentingnya berpikir kritis dalam pembelajaran matematika. Pendekatan konstruktivisme terbukti efektif tingkatkan kompetensi siswa di era globalisasi. Kajian pustaka.

Abstract

Kompetensi penting yang harus dimiliki setiap individu pada era globalisasi yang juga tertuang dalam tujuan kurikulum 2013 adalah kemampuan berpikir kritis. Berpikir kritis merupakan salah satu kemampuan yang digunakan dalam proses pembelajaran matematika. Penelitian ini bertujuan untuk memberikan gambaran sebagai bahan diskusi dan kajian mengenai berpikir kritis dalam pembelajaran matematika dengan menggunakan pendekatan konstruktivisme. Metode yang digunakan adalah deskriptif dengan mendeskripsikan hasil kajian Pustaka dari sekurang-kurangnya 15 artikel yang relevan. Hasil dari penelitian ini adalah pendekatan konstruktivisme dapat digunakan sebagai salah satu pilihan model pembelajaran guna meningkatkan kemampuan berpikir kritis peserta didik.

Review

This paper, "BERPIKIR KRITIS DALAM PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN KONSTRUKTIVISME," addresses a highly relevant topic within contemporary education: the development of critical thinking skills, particularly within mathematics learning, aligned with the objectives of Curriculum 2013 and the demands of globalization. The study aims to provide an overview, discussion, and analysis of critical thinking in mathematics education through a constructivist approach. Employing a descriptive literature review methodology, the authors synthesize findings from at least 15 relevant articles. The central finding suggests that constructivism serves as a viable pedagogical approach for enhancing students' critical thinking abilities. The strength of this work lies in its timely focus on a crucial educational competency. By explicitly linking critical thinking to mathematics education and proposing constructivism as an effective pedagogical framework, the paper contributes to the ongoing discourse on improving learning outcomes. The systematic approach of reviewing a substantial number of articles (at least 15) provides a solid foundation for its conclusions, offering a synthesized perspective on existing literature. This compilation of evidence effectively supports the recommendation of constructivism as a practical model for educators seeking to foster higher-order thinking skills in mathematics classrooms. While providing a valuable overview, the abstract leaves room for further elaboration in the full paper. It would be beneficial for the discussion to delve deeper into *how* specific aspects of constructivism facilitate critical thinking in mathematics, perhaps by outlining particular teaching strategies or classroom activities that exemplify this integration. Future research could also benefit from exploring the challenges and limitations associated with implementing constructivist approaches to develop critical thinking, as well as examining specific critical thinking indicators that are most effectively enhanced. Furthermore, empirical studies would be a valuable next step to validate the effectiveness of these approaches in various educational contexts.

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