Mathematical Critical Thinking Skills Through Case-Based Learning with Scaffolding in Cross-Study Program Classes

Abstract

Learning with an independent curriculum gives students the right to learn outside their study program so that critical thinking is very necessary. In order to improve students' mathematical critical thinking skills, Scaffolding is applied to Case-Based Learning (CBL). Improving students' mathematical critical thinking skills in cross-study program classes through CBL with scaffolding is the purpose of this study. The research method is quasi-experimental. The research instrument is a descriptive test of mathematical critical thinking skills. The research population was 3rd year students of the Mathematics Education and Biology Education Study Programs at one of the Universities inCiamis. The sample was 31 mathematics education students and 10 biology education students, selected by cluster random sampling. Data analysis used the normalized gain test. The results showed that the student group as a whole, internally, and externally in the experimental class had better mathematical critical thinking skills than the control class. The percentage of students who obtained a high n-gain category was also greater. Scaffolding in CBL is effective in improving students' critical thinking skills.