Representasi Kemampuan Mahasiswa Berpikir Kritis dan Kreatif melalui Pendekatan Pembelajaran Metakognitif

Abstract

The aim of the research conducted on 32 students was to see the representation of critical and creative thinking skills in understanding the concept of Differential Calculus using a metacognitive approach. Representation is shown through descriptions and analysis of the critical and creative thinking model of the research subject. The Metacognitive Approach is a technique in learning that is carried out by considering 6 steps of learning, namely giving mathematical problems, students doing think aloud in solving mathematical problems, observing using observation sheets during think-aloud, providing metacognition questionnaires, and ending with conducting interviews that aim to explore the metacognition process carried out by students. The ability to think critically and creatively is measured based on the research subject's work while solving Differential Calculus problems through a complete description test. The data obtained during the study were analyzed using descriptive statistics combined with qualitative research data analysis techniques in the form of fixed comparison methods. Based on the results of data analysis, it can be concluded that research subjects who carry out the metacognition process well while solving the given mathematical problems show better critical and creative thinking skills. This means that the metacognitive approach in teaching the concepts of Differential Calculus can improve students' ability to think critically and creatively.