Improving Students' Critical Thinking Skills in Mathematics Learning Using Contextual Learning Approach at MI Negeri 1 Labuhanbatu
DOI:
https://doi.org/10.62945/ajet.v1i1.18Keywords:
Critical thinking skills, contextual learning approach, mathematics learningAbstract
This research is motivated by the low mathematics learning outcomes and critical thinking skills of fourth grade students of Madrasah Ibtidaiyyah Negeri 1 Labuhanbatu in the 2024/2025 academic year. This study aims to; (1) describe the application of a contextual approach to improve mathematics learning outcomes and students' critical thinking skills; and (2) improve and determine the improvement of students' critical thinking skills by using a contextual approach to multiplication and division materials. This type of research is classroom action research. The subjects in this study were 30 fourth grade students of MIN 1 Labuhanbatu. While the objects in this study are improving learning outcomes in mathematics subjects and students' critical thinking skills. The instruments used in this study were interviews, observations, questionnaires and essay evaluation questions. The data analysis techniques used in this study were quantitative and qualitative data analysis. The steps of the contextual learning approach are as follows; 1) relating; 2) applying; 3) experiencing; 4) cooperating, and; 5) transferring. The improvement of learning outcomes is shown in the initial condition of the average learning outcomes, which is 64.51 with a percentage of completion of 44.44%, increasing in cycle I the average learning outcomes to 76.53 with a percentage of completion of 73.33%, in cycle II the average learning outcomes to 87.2 with a percentage of completion of 86.66%. Students' critical thinking skills show that the initial condition of students' critical thinking skills obtained a value of 58.17 in the "not critical" criteria, after the action was taken the value of critical thinking skills increased to 79.36 in the "quite critical" criteria, the percentage of students who were at least quite critical in the initial condition was 33.33% in the final condition increased to 83.33%.
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