Critical Thinking Skills of Junior High School Students in Solving Probability Problems Reviewed from the Student Learning Style
DOI:
https://doi.org/10.58258/4m0h4k59Abstract
This study aims to describe junior high school students’ critical thinking skills in solving probability problems based on visual, auditory, and kinesthetic learning styles. Using a descriptive qualitative approach, the study involved three ninth-grade students with high mathematical abilities. Data were collected through a learning style questionnaire, a Mathematics Ability Test (TKM), a Mathematical Problem-Solving Test (TPMM), and semi-structured interviews. Data analysis involved reduction, display, and conclusion drawing, with triangulation between written responses and interviews. The findings indicate that all students fulfilled Facione’s six critical thinking indicators: interpretation, analysis, inference, explanation, evaluation, and self-regulation. However, their thinking processes differed: visual students relied on written information and symbols, auditory students drew on verbal explanations, while kinesthetic students preferred direct counting and sequential problem-solving steps. Thus, all students achieved the same indicators but demonstrated different approaches to solving probability problems.References
Agustina, I. (2019). Pentingnya berpikir kritis dalam pembelajaran matematika di era revolusi industri 4.0. Jurnal Pendidikan Indonesia, 8(1), 1–9.
Andriani, M. (2024). Gaya Belajar Siswa: Efeknya terhadap Hasil Belajar Matematika. Jurnal Pendidikan Matematika, 15(1), 21–33.
Depdiknas, B., Kurikulum, P., & No, J. (2006). Pengembangan model pendidikan kecakapan hidup. Jakarta Pusat.
Facione. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report).
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment, 1(1), 1–23.
Fitri, A., & Abadi, A. M. (2021). Kesulitan siswa SMA dalam menyelesaikan soal matematika pada materi peluang. Jurnal Riset Pendidikan Matematika, 8(1), 96–105.
Fleming, N. D. (2001). Teaching and learning styles: VARK strategies. ND Fleming.
Fleming, N. D. (2006). Teaching and Learning Styles: VARK Strategies. 2nd. Christchurch, New Zealand: Microfilm Digital Print and Copy Center, 128.
Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11(1), 137–155.
Garfield, J., & Ben-Zvi, D. (2008). Developing students’ statistical reasoning: Connecting research and teaching practice. Springer Science & Business Media.
Ghufron, M. N., & Suminta, R. R. (2012). Gaya belajar: Kajian teoritik. Pustaka Pelajar.
Hamid, P. A., & Sugandi, M. (2018). Analisis kemampuan pemecahan masalah dan disposisi matematik siswa kelas xi sma putra juang dalam materi peluang. Jurnal Cendikia: Jurnal Pendidikan Matematika, 2(1), 144–153.
Hiebert, J. (2007). The effects of classroom mathematics teaching. Second Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics, 1, 371.
Izzati, R. A., & Masriyah, M. (2024). Keterampilan Berpikir Kritis Siswa SMP dalam Menyelesaikan Masalah pada Materi Lingkaran Ditinjau dari Gaya Belajar Siswa. MATHEdunesa, 13(2), 318–334.
Jones, G. A., Langrall, C. W., & Mooney, E. S. (2007). Research in probability: Responding to classroom realities. Second Handbook of Research on Mathematics Teaching and Learning, 2, 909–955.
Krulik, S., & Rudnick, J. A. (1999). Innovative tasks to improve critical and creative thinking skills. Developing Mathematical Reasoning in Grades K-12, 12.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. 3rd. Thousand Oaks, CA: Sage.
Moleong, L. J. (2018). Metodologi Penelitian Kualitatif, Edisi Revisi Cet. 36. PT Remaja Rosdakarya. Bandung.
Mursari, C. (2019). Deskripsi Kemampuan Berikir Kritis Matematis dan Kemandirian Belajar Siswa Ditinjau dari Gaya Belajar. Alphamath: Journal of Mathematics Education, 5(2), 40–48.
OECD. (2023). PISA 2022 Results (Volume I). OECD Publishing. https://doi.org/10.1787/53f23881-en
Rodiah, S. N., Linda, L., & Hidayat, W. (2023). Analisis kemampuan pemecahan masalah matematis siswa SMP pada materi peluang ditinjau berdasarkan gaya belajar. JPMI (Jurnal Pembelajaran Matematika Inovatif), 6(6), 2269–2280.
Rosmalinda, N., Syahbana, A., & Nopriyanti, T. D. (2021). Analisis kemampuan berpikir kritis siswa SMP dalam menyelesaikan soal-soal tipe PISA. Transformasi: Jurnal Pendidikan Matematika Dan Matematika, 5(1), 483–496.
Setiana, D. S., & Purwoko, R. Y. (2020a). Analisis kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa. Jurnal Riset Pendidikan Matematika, 7(2), 163–177.
Setiana, D. S., & Purwoko, R. Y. (2020b). Analisis kemampuan berpikir kritis ditinjau dari gaya belajar matematika siswa. Jurnal Riset Pendidikan Matematika, 7(2), 163–177.
Sofiatunnisa, U. (2025). ANALYSIS OF STUDENTS’ABILITY TO UNDERSTAND MATHEMATICAL CONCEPTS IN PROBABILITY MATERIAL. EMTEKA: Jurnal Pendidikan Matematika, 6(1), 342–353.
Sumarmo, U. (2013). Berpikir dan Disposisi matematik serta Pembelajarannya. Bandung: UPI.
Tilaar, H. A. R. (2012). Pengembangan sumber daya manusia dalam era globalisasi: visi, misi, dan program aksi pendidikan dan pelatihan menuju 2020. Gramedia Widiasarana Indonesia.
Utami, P. S., & Gafur, A. (2015). Pengaruh metode pembelajaran dan gaya belajar siswa terhadap hasil belajar IPS di SMP Negeri di Kota Yogyakarta. Harmoni Sosial: Jurnal Pendidikan IPS, 2(1), 97–103.
Wahyuningtiyas, K., Sudirman, S., & Subanji, S. (2024). Keterampilan Berpikir Kritis Siswa dalam Menyelesaikan Masalah Matematika Ditinjau dari Perbedaan Gender. Mathema Journal, 6(2686–5823), 245–258.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Favian Rafi, Rooselyna Ekawati Rooselyna
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with JISIP (Jurnal Ilmu Sosial dan Pendidikan) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
