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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) · pp. 106–119

DOI
10.15294/ujme.v14i2.24860
ISSN
2460-5840, 2252-6927
Published
2025-08-31
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

38 authors · 83 co-authorship links

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  • State University of Semarang
  • Affiliation unknown
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Co-authorOrganisationJoint articles
Arief AgoestantoAffiliation unknown5
Muhammad Zuhair ZahidAffiliation unknown3
Mulyono MulyonoAffiliation unknown2
Devi Ayu ListianiAffiliation unknown1
Widya AndikeAffiliation unknown1
Tya Novi Dwi SafitriAffiliation unknown1
Rina Nurul FathiyaAffiliation unknown1
Iwan JunaediState University of Semarang1
Nurlalili Tri RahmawatiAffiliation unknown1
Suhito SuhitoAffiliation unknown1
Arnalis YahyaAffiliation unknown1
Gias AtikasariAffiliation unknown1
Nawang Kusuma MirantiAffiliation unknown1
Rochmad RochmadAffiliation unknown1
Zeni RofiqohAffiliation unknown1
Stevanus Budi WaluyaAffiliation unknown1
Tika Eko ArdianiAffiliation unknown1
Nur Aisyah IstiAffiliation unknown1
Fitra Inda PermanawatiAffiliation unknown1
Edy SoedjokoAffiliation unknown1
Ika Tiara KurniatiAffiliation unknown1
Wiwit MaysarohAffiliation unknown1
Insana Akmalul HusnaAffiliation unknown1
Dina OctavianaAffiliation unknown1
Masrukan MasrukanState University of Semarang1
Fazat Tamara AfinnasAffiliation unknown1
Bambang Eko SusiloState University of Semarang1
Aji PurwinarkoAffiliation unknown1
Fianti FiantiAffiliation unknown1
Dian Tri WiyantiState University of Semarang1
Rio Setyayudha LoreaAffiliation unknown1
Nur ZamroniAffiliation unknown1
Rahina NugrahaniState University of Semarang1
Nuriana Rachmani Dewi Nino AdhiAffiliation unknown1
Dhea KhaerunissaAffiliation unknown1
Putri Alifah SetianingsihAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ujme/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>
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