An Exploration of Critical Thinking Stages of Junior High School Students in Solving Contradictory Mathematical Problems
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| Title: | An Exploration of Critical Thinking Stages of Junior High School Students in Solving Contradictory Mathematical Problems |
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| Language: | English |
| Authors: | Agusman, Purwanto, Rustanto Rahardi |
| Source: | Journal of Research and Advances in Mathematics Education. 2025 10(3):200-217. |
| Availability: | Universitas Muhammadiyah Surakarta Department of Education. Ahmad Yani Street, Pabelan Kartasura, Surakarta, Central Java, 57162 Indonesia. Tel: +62-271-717417 ext. 2554; e-mail: jramathedu@ums.ac.id; Web site: https://journals2.ums.ac.id/index.php/jramathedu |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 8 |
| Descriptors: | Critical Thinking, Junior High School Students, Mathematics Instruction, Problem Solving, Grade 8, Cognitive Processes, Foreign Countries, Word Problems (Mathematics), Thinking Skills |
| Geographic Terms: | Indonesia |
| ISSN: | 2503-3697 2541-2590 |
| Abstract: | Critical thinking is a fundamental competence in 21st-century education, particularly in mathematics, where students frequently encounter contradictory information that requires logical reasoning and reflective judgment. This study explores the stages of critical thinking among junior high school students when solving contradictory mathematical problems. A qualitative descriptive design was employed, involving two eighth-grade students from one of public junior high school in Malang regency, who were selected based on their skeptical responses to illogical mathematical tasks. Data were collected through open-ended tests and interviews, then analyzed to capture reasoning patterns and problem-solving strategies. The findings revealed three distinct stages of mathematical critical thinking: (1) Initial Stage (interpretation), where anomalies are sensed; (2) Tracing Stage (analysis), where contradictions are identified; and (3) Global View Stage (evaluation and inference), where holistic reasoning and alternative solutions are proposed. Subject 1 demonstrated conceptual awareness, cognitive flexibility, and evaluative rigor, while Subject 2 showed procedural accuracy but limited inferential precision. These findings suggest that contradictory problems can serve as effective instructional tools for balancing procedural and conceptual reasoning. Practical implications highlight the need for integrating contradictory problems into mathematics instruction to promote metacognitive reflection. Future research should expand participant diversity, employ longitudinal and experimental designs, and explore affective dispositions influencing students' critical engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487607 |
| Database: | ERIC |
| Abstract: | Critical thinking is a fundamental competence in 21st-century education, particularly in mathematics, where students frequently encounter contradictory information that requires logical reasoning and reflective judgment. This study explores the stages of critical thinking among junior high school students when solving contradictory mathematical problems. A qualitative descriptive design was employed, involving two eighth-grade students from one of public junior high school in Malang regency, who were selected based on their skeptical responses to illogical mathematical tasks. Data were collected through open-ended tests and interviews, then analyzed to capture reasoning patterns and problem-solving strategies. The findings revealed three distinct stages of mathematical critical thinking: (1) Initial Stage (interpretation), where anomalies are sensed; (2) Tracing Stage (analysis), where contradictions are identified; and (3) Global View Stage (evaluation and inference), where holistic reasoning and alternative solutions are proposed. Subject 1 demonstrated conceptual awareness, cognitive flexibility, and evaluative rigor, while Subject 2 showed procedural accuracy but limited inferential precision. These findings suggest that contradictory problems can serve as effective instructional tools for balancing procedural and conceptual reasoning. Practical implications highlight the need for integrating contradictory problems into mathematics instruction to promote metacognitive reflection. Future research should expand participant diversity, employ longitudinal and experimental designs, and explore affective dispositions influencing students' critical engagement. |
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| ISSN: | 2503-3697 2541-2590 |
