Analysis of mathematical critical thinking skills in terms of self-efficacy
DOI:
https://doi.org/10.30606/absis.v9i2.4718Keywords:
mathematical critical thinking skills, self-efficacy, critical thinking analysis, mathematics educationAbstract
Mathematical critical thinking is an important skill in mathematics learning because it relates to students’ ability to understand information, analyze problems, determine solution strategies, and evaluate results. This skill is also related to students’ beliefs when dealing with mathematical problems. This study aimed to analyze students’ mathematical critical thinking skills in terms of self-efficacy to gain an in-depth understanding. The study employed a qualitative phenomenological approach. The participants comprised 58 students from two Grade 10 classes at a public senior high school in North Jakarta. The researchers selected 11 students through purposive sampling based on the test and questionnaire results. Data were collected through a mathematical critical thinking skills test, a self-efficacy questionnaire, and interviews. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that students’ mathematical critical thinking skills exhibited diverse characteristics across different self-efficacy categories. Students with very good skills and high self-efficacy were able to interpret information, construct mathematical models, determine strategies, and evaluate results accurately. Students with lower skills demonstrated limitations in constructing models, determining strategies, performing calculations, and drawing conclusions. Self-efficacy was reflected in students’ beliefs, experiences, persistence, and responses when facing difficulties. However, the level of self-efficacy was not always directly proportional to mathematical critical thinking skills.
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