Analisis Kemampuan Berpikir Kritis Matematis Siswa Berdasarkan Self-Regulated Dan Gender
DOI:
https://doi.org/10.31851/indiktika.v8i2.21807Keywords:
Mathematical Critical Thinking Skills, Self-Regulated Learning, GenderAbstract
This study concentrated on examining the mathematical critical thinking skills of learners in connection with self-regulated learning and gender variations. The investigation occurred at SMP Negeri 12 Kota Cirebon, starting with a cohort of thirty seventh-grade students. From this initial group, six individuals were selected for detailed study, comprising one male and one female from each
category of self-regulated learning: high, medium, and low. A qualitative descriptive approach was employed in this research. Information was collected through a self-regulated learning survey, an evaluation of mathematical critical thinking competencies, and interviews. The findings suggested that students identified with high self-regulated learning demonstrated better mathematical
critical thinking abilities than their peers with moderate and low self-regulated learning, regardless of their gender. In the case of the moderate and low selfregulated learning categories, the ability to think critically in mathematics generally showed a decline. Additionally, although the differences between male and female students were not significant, male students achieved slightly higher
results. Therefore, both self-regulated learning and gender contribute to influencing the mathematical critical thinking skills of learners.
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