Analysis of Students' Critical Thinking Skills in Solving Mathematics Problems on Pythagoras

  • Heinrich Osvaldo Ndahawali Universitas Kanjuruhan Malang
  • Sri Hariyani Universitas Kanjuruhan Malang
  • Nur Farida Universitas Kanjuruhan Malang
Keywords: critical thinking, mathematics questions, Pythagoras


This study aims to describe the critical thinking skills in solving math problems. The approach used in this research is qualitative research with descriptive research type. The research subjects were 32 students. The six interview subjects were divided into three levels of critical thinking, namely 2 high categories, 2 medium categories and 2 low categories. Data collection procedures are tests of critical thinking skills and interviews. Research data analysis refers to indicators of critical thinking, namely: interpreting, analyzing, evaluating and inferring. Student achievement on each indicator includes: 1) Percentage of students' ability to interpret the completion of the test questions by 65.5%; 2) The percentage of students' ability to analyze the completion of the test questions by 39.1%; 3) The percentage of students' ability to evaluate is 66.6%; and 4) Percentage of students' ability to infer by 40%. The ability of students to interpret a problem solving is good. Students have been able to write out what is known and asked in the problem correctly, but there are students who are less thorough and incomplete in writing the unit of distance. The ability of students to analyze problem solving is quite low. Students do not provide information on drawing illustrations. The ability of students in evaluating problem solving is good. Students are able to do the calculations correctly in accordance with the rubric of assessment. The ability of students to reference problem solving is low. Students are not used to writing the final conclusions of the answers obtained.


Carson, J. (2007). A Problem With Problem Solving: Teaching Thinking Without Teaching Knowledge.The Mathematics Educator Journal, 17 (2), 7-14

Ennis, R.H. (2011). The Nature Of Critical Thinking Disposition and Abilities, Last Revised. Emeritus Professor: University of lilinols.

Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts. Millbrae: Measured Reasons and The California Academic Press.

Glazer, E. (2001). Using Internet Primary Sources to Teach Critical Thinking Skills in Mathematics. Wesport, CT: Greenwood Publishing Group

Gueldenzoph, Liza S. & Mark J. S. (2008). Teaching Critical Thinking and Problem Solving Skills. The Delta Pi Epilson Journal. 50(2):90-99

Gumilang, Galang Surya. 2016. Metode Penelitian Kualitatif Dalam Bidang Bimbingan Dan Konseling. Jurnal Fokus Konseling. 2 (2): 144-159

Hariyani, S. (2018). Errors Identification In Solving Arithmetic Problems. In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era: 357-360

Kaleiloglu, F., & Gulbahar, Y. (2014). The Effect of Instructional Techniques on Critical Thinking Disposition in Online Discussion. Educational Technology & Society, 17(1), 248—258.

Karim, N. (2015). Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Matematika Dengan Menggunakan Model Jucama Di Sekolah Menengah Pertama. EDU-MAT Jurnal Pendidikan Matematika. 3(1):92 – 104

Prihatini, E. (2018). Meningkatkan Kemampuan Berpikir Kritis Matematis Menggunakan Pendekatan Open Ended. Dalam Jurnal Unnes. 2(12): 56-64

Sunardiningsih, G.W, Hariyani, S., & Fayeldi, T. (2019). Analisis Kesalahan Siswa dalam Menyelesaikan Soal Matematika Berdasarkan Analisis Newman. Jurnal Terapan Sains Teknologi (Rainstek). 1(2): 41-45

How to Cite
Ndahawali, H., Hariyani, S., & Farida, N. (2020). Analysis of Students’ Critical Thinking Skills in Solving Mathematics Problems on Pythagoras. Journal of Education and Learning Mathematics Research (JELMaR), 1(2), 1-7.