Analysis of Critical Thinking Pre-Service Mathematics Teacher’s Ability in Term of Selected Topics of Secondary School Mathematics

Abstract

This study was aimed at describing the critical thinking of pre-service mathematics teachers with high competence of finishing selected topics of secondary school mathematics, geometry designed based on the critical thinking indicators of pre-service mathematics teachers. This was a descriptive qualitative study with the subjects, the students of AMK5 class of Mathematics Education Study Program in the Faculty of Educational Sciences in the year of 2018/2019. The data collecting techniques  were test and interview. The results showed that there were 2 subjects with high level of early mathematics ability. Subject 2 identified the assumption given. Subject 2 were capable to identify the adequacy of elements of problem solving but subject 1 were not. Subject 1 and 2 were able to identify the data/concept/definition/theorema of problem solving. Both subject 1 and 2 could not answer the questions with reasons, concept, principles, rules, characteristics that underlied the answers. Furthermore, the results of study helped the lecturers or mathematics teachers in finding the appropriate learning methods that suited the students’ needs for the increase of students’ critical thinking.

Keywords: Early Mathematics Ability, Geometry, Pre-Service Mathematics Teachers, Mathematics Critical Thinking, Selected Topics of Secondary School Mathematics