Activity Impacts in Problem Based Learning and Mathematical Problem Posing on Critical Thinking Ability
Bambang Eko Susilo (a,b*), Turmudi (c)

a) School of Post Graduate of Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, 40154 Bandung, Indonesia
b) Universitas Negeri Semarang, Kampus Sekaran, Gunungpati, 50229 Semarang, Indonesia
*bambang.mat[at]mail.unnes.ac.id.
c) School of Post Graduate of Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, 40154 Bandung, Indonesia

Abstract

Critical thinking ability is an important aspect developed in mathematics learning. Critical thinking ability as one of the higher-order thinking skills is needed in solving math problems and complex problems, in the life of multinational and multicultural relations. Critical thinking ability strived for its development with various forms of learning models, approaches, and strategies, such as Problem Based Learning and Mathematical Problem Posing. This research discusses activity impacts in Problem Based Learning and Mathematical Problem Posing on critical thinking ability. The method used in this research is literature review through stages: problem formulation, literature search, data evaluation, analysis, and interpretation. The review included experimental studies between the years 2002 to 2017. The results showed that student activities in learning as a consequence of the syntax of Problem Based Learning and the steps of Mathematical Problem Posing have related to the stages with the indicators of critical thinking ability, so that activities in Problem Based Learning and Mathematical Problem Posing have impacts in developing students critical thinking ability.

Keywords: Problem Based Learning; Mathematical Problem Posing; Critical thinking ability; Activity impacts

Topic: Mathematics Education