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Students' Mathematical Critical Thinking Reviewed from Gregorc's Thinking Style in Flipped Classroom Learning Assisted by Google Site

Unnes Journal of Mathematics Education · Vol. 14 No. 2 (2025) · hlm. 106–119

DOI
10.15294/ujme.v14i2.24860
ISSN
2460-5840, 2252-6927
Terbit
2025-08-31
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Mathematical critical thinking is essential, especially for students. This study aims to describe students' mathematical critical thinking according to Facione, as reviewed from Gregorc's thinking style in Flipped Classroom learning assisted by Google Site. The research method used is qualitative descriptive. The subjects of this study were students in class X-D SMA Negeri 1 Padamara in Purbalingga who were selected using purposive sampling techniques, namely 2 students from each type of Gregorian thinking style, namely 2 Concrete Sequential (CS) students, 2 Abstract Sequential (AS) students, 2 Abstract Random (AR) students, and 2 Concrete Random (CR) students. The data collection techniques in this study are tests, questionnaires, interviews, observations, and documentation. The data analysis techniques used are data collection, data reduction, data presentation, and conclusion drawing. The results show that in Flipped Classroom learning assisted by Google Site, students' mathematical critical thinking varies based on Gregorc's thinking style. Concrete Sequential (CS) students can do interpretation and inference, not optimal in analysis and evaluation, and need to be explored in explanation. Abstract Sequential (AS) students can do interpretation, evaluation, inference, and explanation well, but they are not optimal in analysis. Abstract Random (AR) students can do interpretation and inference, but not optimally in analysis, evaluation, and explanation. Meanwhile, Concrete Random (CR) students can do interpretation and inference, which is not optimal in analysis, and need to be explored in evaluation and explanation. Flipped Classroom learning assisted by Google Site is expected to be applied in the classroom to help stimulate students' mathematical critical thinking.

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Arief AgoestantoAfiliasi tidak diketahui5
Muhammad Zuhair ZahidAfiliasi tidak diketahui3
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Devi Ayu ListianiAfiliasi tidak diketahui1
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Tya Novi Dwi SafitriAfiliasi tidak diketahui1
Rina Nurul FathiyaAfiliasi tidak diketahui1
Iwan JunaediState University of Semarang1
Nurlalili Tri RahmawatiAfiliasi tidak diketahui1
Suhito SuhitoAfiliasi tidak diketahui1
Arnalis YahyaAfiliasi tidak diketahui1
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Dina OctavianaAfiliasi tidak diketahui1
Masrukan MasrukanState University of Semarang1
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Bambang Eko SusiloState University of Semarang1
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Dian Tri WiyantiState University of Semarang1
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Rahina NugrahaniState University of Semarang1
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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ujme/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Students' Mathematical Critical Thinking Reviewed from Gregorc's Thinking Style in Flipped Classroom Learning Assisted by Google Site</dc:title>
	<dc:creator xml:lang="en">Ramadhani, Dinda Puspa </dc:creator>
	<dc:creator xml:lang="en">Kurniasih, Ary Woro </dc:creator>
	<dc:subject xml:lang="en">Mathematical Critical Thinking</dc:subject>
	<dc:subject xml:lang="en">Thinking Style</dc:subject>
	<dc:subject xml:lang="en">Flipped Classroom</dc:subject>
	<dc:subject xml:lang="en">Google Site</dc:subject>
	<dc:description xml:lang="en">Mathematical critical thinking is essential, especially for students. This study aims to describe students' mathematical critical thinking according to Facione, as reviewed from Gregorc's thinking style in Flipped Classroom learning assisted by Google Site. The research method used is qualitative descriptive. The subjects of this study were students in class X-D SMA Negeri 1 Padamara in Purbalingga who were selected using purposive sampling techniques, namely 2 students from each type of Gregorian thinking style, namely 2 Concrete Sequential (CS) students, 2 Abstract Sequential (AS) students, 2 Abstract Random (AR) students, and 2 Concrete Random (CR) students. The data collection techniques in this study are tests, questionnaires, interviews, observations, and documentation. The data analysis techniques used are data collection, data reduction, data presentation, and conclusion drawing. The results show that in Flipped Classroom learning assisted by Google Site, students' mathematical critical thinking varies based on Gregorc's thinking style. Concrete Sequential (CS) students can do interpretation and inference, not optimal in analysis and evaluation, and need to be explored in explanation. Abstract Sequential (AS) students can do interpretation, evaluation, inference, and explanation well, but they are not optimal in analysis. Abstract Random (AR) students can do interpretation and inference, but not optimally in analysis, evaluation, and explanation. Meanwhile, Concrete Random (CR) students can do interpretation and inference, which is not optimal in analysis, and need to be explored in evaluation and explanation. Flipped Classroom learning assisted by Google Site is expected to be applied in the classroom to help stimulate students' mathematical critical thinking.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-08-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ujme/article/view/24860</dc:identifier>
	<dc:identifier>10.15294/ujme.v14i2.24860</dc:identifier>
	<dc:source xml:lang="en">Unnes Journal of Mathematics Education; Vol. 14 No. 2 (2025): Reguler Issue; 106-119</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/ujme.v14i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ujme/article/view/24860/5963</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Unnes Journal of Mathematics Education</dc:rights>
</oai_dc:dc>