The Validity of Critical-Algebraic Model: A Case Study in Promoting Students’ Critical Thinking in Algebra Learning in Junior Secondary Mathematics
DOI:
https://doi.org/10.57125/FED.2024.12.25.09Keywords:
Algebra Teaching, Algebraic Learning, Critical-Algebraic Model, Critical Thinking LevelAbstract
This study aims to determine the validity of applying the critical-algebraic model in promoting students’ critical thinking skills in algebra learning for junior secondary mathematics education. This study used mixed-method research. The instruments used in this study were surveys, tests, and interviews. A total of 132 Year 7 students were interviewed; the quantitative data was collected through the survey, which provided information about how students defined themselves using critical skills in learning algebra. Nine mathematics teachers were interviewed to collect information about critical thinking skills, algebraic learning, and the challenges of learning algebra based on the quantities of data needed to design and write the pre-test and post-test. Assessment phases, including pre-test and post-test, were used to assess students’ levels of critical thinking skills before and after the implementation of the model. Two classes - one class (28 students) served as a control group, and another (28 students) served as an experimental group; both classes attended the pre-tests, and the experimental group was given a post-test after implementing the model. Mean and standard deviation were analysed via SPSS to prove the model's validity. This study used the Holistic Critical Thinking Scoring Rubric to assess critical thinking levels. The resulting data indicate that 36% of the students understand critical thinking skills in algebra. Through the application of the model, 25.76% of students improved their critical thinking skills, and the number of students whose critical thinking skills level is under satisfactory has decreased from 22% to 8.70%, which can be concluded that appropriate implementation of the model will provide effective teaching and learning. These findings have implications for developing students’ critical thinking skills via applying the model. It also states that teachers are essential in promoting students' critical thinking in algebra learning.
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