Suci Indah Sari

Menganalisis Kemampuan Berpikir Kritis Siswa dalam Menyelesaikan Soal Statistik Berdasarkan Gender

Introduction

Menganalisis kemampuan berpikir kritis siswa dalam menyelesaikan soal statistik berdasarkan gender. Analisis kemampuan berpikir kritis 30 siswa dalam menyelesaikan soal statistika menggunakan pendekatan kualitatif. Hasil menunjukkan tingkat kemampuan bervariasi, namun gender tidak memengaruhi.

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan berpikir kritis siswa dalam kaitannya dengan materi statistika gender. Jenis penelitian ini adalah deskriptif dengan menggunakan pendekatan kualitatif. Subjek penelitian ini terdiri dari 30 siswa, 20 perempuan dan 10 laki-laki. Dalam pengumpulan data pada penelitian ini digunakan tes untuk mengetahui kemampuan berpikir kritis siswa. Pengujian dilakukan dengan menggunakan statistik seperti mean, median, dan mode. Hasil tes dianalisis menggunakan indikator kemampuan berpikir kritis. (1) Interpretasi. (2) Analisis. (3) Evaluasi. (4) Menarik kesimpulan. Hasil penelitian menunjukkan bahwa dari 30 siswa, 12 orang siswa mempunyai kemampuan berpikir kritis sangat tinggi, 3 orang siswa mempunyai kemampuan berpikir kritis tinggi, dan 3 orang siswa mempunyai kemampuan berpikir kritis sedang, dan terdapat dua orang siswa yang mempunyai kemampuan berpikir kritis rendah. Berdasarkan hasil penelitian ditemukan bahwa gender tidak berpengaruh terhadap kemampuan berpikir kritis.

Review

This study investigates students' critical thinking abilities in solving statistics problems, specifically examining potential differences based on gender. Utilizing a descriptive qualitative approach with a sample of 30 students (20 female, 10 male), the research employed a test to assess critical thinking, with results analyzed against established indicators: interpretation, analysis, evaluation, and conclusion-drawing. The findings reveal a varied spectrum of critical thinking levels among the participants, with a significant portion demonstrating very high or high abilities, while others exhibited moderate to low levels. Crucially, the study concludes that gender does not appear to influence critical thinking ability in the context of statistical problem-solving. While the study addresses a relevant and important topic—the development of critical thinking skills in a quantitative domain like statistics—several aspects warrant further clarification. The abstract mentions a "descriptive qualitative approach" alongside the use of "mean, median, and mode" for testing, which creates some ambiguity regarding the primary analytical paradigm. It would be beneficial to elaborate on how the qualitative interpretation using critical thinking indicators was integrated with, or supported by, these descriptive statistics, perhaps through a detailed rubric or coding scheme. Furthermore, the reported distribution of critical thinking levels accounts for only 20 out of 30 students, leaving the categories for the remaining 10 students unexplained, which is a significant omission in the results summary. Given the unbalanced gender sample (2:1 female to male), a definitive claim that "gender does not influence" critical thinking, especially within a descriptive framework, could benefit from more detailed qualitative evidence or a more robust comparative methodology. Overall, this research offers initial insights into the critical thinking capabilities of students tackling statistical problems and contributes to the ongoing discussion regarding gender differences in cognitive skills. To strengthen its impact and generalizability, future iterations of this work could clarify the methodological interplay between qualitative and quantitative analyses, provide a complete categorization of all participants' critical thinking levels, and consider a more balanced and potentially larger sample size if robust comparative claims are to be made. Exploring specific examples of student responses that illustrate differing levels of critical thinking for each indicator would also enrich the qualitative depth of the findings and provide actionable insights for educators aiming to foster these essential skills in statistics education.

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