Critical Thinking Improvement through Numeracy Literacy: Insights from Senior High School Practices

Arum Afdhalishani Jannati; Sutama Sutama; Nining Setyaningsih; Mazlini Adnan

doi:10.23917/ijolae.v7i2.8669

Authors

Arum Afdhalishani Jannati Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Sutama Sutama Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia https://orcid.org/0000-0002-9006-8388
Nining Setyaningsih Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Mazlini Adnan Faculty of Science and Mathematics, University Pendidikan Sultan Idris
Malaysia https://orcid.org/0000-0003-2715-5929

DOI:

https://doi.org/10.23917/ijolae.v7i2.8669

Keywords:

advanced level education, critical thinking, critical thinking disposition, education system, innovative learning, learning outcomes, numeracy literacy, PISA

Abstract

Numeracy literacy skills are the main focus in the Indonesian education system to prepare students for the 21st century. However, in practice, efforts to acculturate numeracy literacy in schools are still not implemented optimally. Therefore, this study has two main objectives, namely: 1) to describe the acculturation of numeracy literacy of senior high school students; 2) to explore the critical thinking disposition of senior high school students. This research is part of a developmental research that focuses on a qualitative approach with an ethnographic design. The subjects in this study were students, subject teachers, and one of the senior high schools in Surakarta. The research data were collected through interviews conducted with teachers, direct observation during classroom learning activities, and documentation related to mathematics assessments used in schools. Data validation was conducted using source triangulation technique to ensure data credibility.

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