EFFORTS TO IMPROVE MATHEMATICAL CRITICAL THINKING SKILLS THROUGH THE REALISTIC MATHEMATICS EDUCATION MODEL ASSISTED BY DIAGRAM BOARD MEDIA

Julia Reisha Fadilla; Imam Kusmaryono; Caecilia Anik Windriati

doi:10.37478/jupika.v9i2.8657

Authors

Julia Reisha Fadilla Teacher Professional Education Study Program, Universitas Islam Sultan Agung, Jl. Raya Kaligawe KM 4, Semarang, Central Java, Indonesia
Imam Kusmaryono Teacher Professional Education Study Program, Universitas Islam Sultan Agung, Jl. Raya Kaligawe KM 4, Semarang, Central Java, Indonesia https://orcid.org/0000-0001-5024-5397
Caecilia Anik Windriati Bangetayu Kulon Public Elementary School, Jl. Bangetayu Raya, Semarang, Central Java, Indonesia

DOI:

https://doi.org/10.37478/jupika.v9i2.8657

Abstract

The critical thinking skills of fourth-grade students at SD Negeri Bangetayu Kulon in mathematics remain low, marked by teacher-centred learning, passive students, and a pre-cycle average score of 64.46 with 42.86% completeness. This classroom action research aimed to improve students' critical thinking skills through the Realistic Mathematics Education (RME) model assisted by diagram boards on pictogram and bar chart material. The study followed the Kemmis and McTaggart model across two cycles, with 28 students (12 boys, 16 girls) as subjects. Data was collected through written tests to measure critical thinking skills and observation sheets to assess the implementation of learning activities, using indicators: 1) Apply, 2) Use data to develop critical insight, 3) Analyze, 4) Evaluate, and 5) Synthesize. Results showed the average score increased from 64.46 (42.86%) in the pre-cycle to 74.28 (71.43%) in Cycle I, and 85.5 (82.14%) in Cycle II, exceeding the success indicators' minimum of 80 and classical completeness of >= 80%. These findings prove that the RME model assisted by diagram boards effectively improves students' critical thinking skills.

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Keywords:

Critical Thinking, Diagram Board Media, Realistic Mathematics Education

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