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Analysis Critical Thinking Stage of Eighth Grade in PBL-Scaffolding Setting To Solve Mathematical Problems

Unnes Journal of Mathematics Education · Vol. 6 No. 1 (2017) · hlm. 52–62

DOI
10.15294/ujme.v6i1.12593
ISSN
2460-5840, 2252-6927
Terbit
2017-03-31
Penerbit
Department of Mathematics, Universitas Negeri Semarang
Bahasa
eng

Abstrak

The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical). So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a description (1) critical thinking stage of students in setting PBL, in clarification the higher level of capacity to think critical students, students can identification information from question fully, can identificatio problem became detailed, and can explored the relationship among the information; (2) a strategy of scaffolding were given by critical thinking stage and TKBK, in assesment, scaffolding had given was given hint/key classically; and (3) transformation characteristic of the critical thinking stage of students after given scaffolding, it because of habituation in setting PBL and scaffolding.

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  • State University of Semarang
  • Yogyakarta State University
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Rekan penulisOrganisasiArtikel bersama
Rochmad RochmadState University of Semarang6
Mulyono MulyonoState University of Semarang4
Masrukan MasrukanState University of Semarang3
Mashuri MashuriState University of Semarang3
Muhammad Zuhair ZahidState University of Semarang3
Kholifatu Ulil AzmiState University of Semarang2
Muhammad KharisState University of Semarang2
Rina Nurul FathiyaState University of Semarang2
Rembulan Permata OctaliaState University of Semarang1
St. Budi WaluyaAfiliasi tidak diketahui1
Scolastika MarianiState University of Semarang1
Annisa Salma ZakiyyahState University of Semarang1
Puput RelitasariState University of Semarang1
MashuriState University of Semarang1
Chitra Ayu NevtianingsiState University of Semarang1
Fitri Novita SariState University of Semarang1
Zuyun KhoiriyahState University of Semarang1
Rani AnggrainiState University of Semarang1
Dinda Puspa RamadhaniState University of Semarang1
Devi Ayu ListianiState University of Semarang1
Sugiman SugimanYogyakarta State University1
Ahmad Ijlal AbdikaState University of Semarang1
Widya AndikeState University of Semarang1
Meli SeptianaState University of Semarang1
Ratih KusumawatiState University of Semarang1
Wuryanto WuryantoState University of Semarang1
Hardi SuyitnoState University of Semarang1
Ula Himatul AliyahState University of Semarang1
Puji HandayaniAfiliasi tidak diketahui1
Ylyas SopyyevState University of Semarang1
Endang Retno WinartiState University of Semarang1
Soviana Nur SavitriState University of Semarang1
Iwan JunaediState University of Semarang1
Nurlalili Tri RahmawatiState University of Semarang1
Suhito SuhitoState University of Semarang1
Arnalis YahyaState University of Semarang1
Nana Umi LatifahState University of Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujme/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc)
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	<dc:title xml:lang="en-US">Analysis Critical Thinking Stage of Eighth Grade in PBL-Scaffolding Setting To Solve Mathematical Problems</dc:title>
	<dc:creator>Isti, Nur Aisyah</dc:creator>
	<dc:creator>Agoestanto, Arief</dc:creator>
	<dc:creator>Kurniasih, Ary Woro</dc:creator>
	<dc:description xml:lang="en-US">The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical). So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a description (1) critical thinking stage of students in setting PBL, in clarification the higher level of capacity to think critical students, students can identification information from question fully, can identificatio problem became detailed, and can explored the relationship among the information; (2) a strategy of scaffolding were given by critical thinking stage and TKBK, in assesment, scaffolding had given was given hint/key classically; and (3) transformation characteristic of the critical thinking stage of students after given scaffolding, it because of habituation in setting PBL and scaffolding.</dc:description>
	<dc:publisher xml:lang="en-US">Department of Mathematics, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2017-03-31</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-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/ujme/article/view/12593</dc:identifier>
	<dc:identifier>10.15294/ujme.v6i1.12593</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education; Vol 6 No 1 (2017): Unnes Journal of Mathematics Education; 52 - 62</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/ujme.v6i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujme/article/view/12593/7550</dc:relation>
</oai_dc:dc>