Enhancing Students’ Critical Thinking Skills through Cooperative Problem Posing in Mathematics Learning: A Classroom Action Research
Keywords:
critical thinking skills, problem posing, cooperative learning, mathematics learning,, classroom action researchAbstract
This study aims to enhance students’ critical thinking skills in mathematics through the implementation of a problem posing approach within a cooperative learning setting. The research employed Classroom Action Research (CAR) using a qualitative–quantitative approach, conducted in a Grade VIII class at SMP Negeri 2 Kota Pasuruan. The research was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using critical thinking tests, learning activity observation sheets, field notes, and interviews. Quantitative data were analysed descriptively, while qualitative data were analysed thematically and triangulated to ensure credibility. The results show a significant improvement in students’ critical thinking skills from Cycle I to Cycle II. The percentage of students achieving the minimum mastery criterion increased from 44.12% to 61.76%, accompanied by notable improvement in students’ ability to analyse mathematical statements and engage in cooperative discussions. In addition, the implementation of learning activities reached a very high category in Cycle II, indicating improved instructional effectiveness. These findings suggest that integrating problem posing into cooperative learning creates an active and reflective learning environment that supports the development of critical thinking skills in mathematics. Therefore, this approach is recommended as an alternative instructional strategy for secondary mathematics education.
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