Henra Saputra Tanjung, Siti Aminah Nababan, Cholis Sa’dijah, Subanji
The present was purposed to determine whether or not students have pos-sessed critical thinking skills through assessment. In general, the study was aimed at developing tools for assessing mathematical critical thinking skills, specifically in the context of higher-order thinking skills (henceforth, HOTS). To this day, the primary ob-jective of the assessment is to determine students’ competencies before and after learning processes, thus allowing teachers to get feedback. The teachers will benefit from the feedback to improve the instructional media, including learning approaches, activi-ties, and resources. In addition, the feedback also serves to disseminate information to parents regarding the effectiveness of educational activities at schools. This study relied on Dick and Carrey’s research and development model; the stages comprised literature study, planning of the product, development of the product, expert validation, trials, re-vision, and finalization of the final product. There were two trials in this research: trial I was carried out in class IX-A, and trial II was conducted in class IX-B. According to the results, (1) the designed instructional media were deemed effective. This was evident from the results of individual and classical learning mastery, student activities (within the bounds set by a specific regulation), and students’ positive reception to the learning media. (2) From trial I to trial II, the improvement in students’ critical thinking skills was 0.32 on average, and the classical learning mastery was measured at 21.4%. © 2020, Research Publication. All rights reserved.
Department Of Mathematics Education, Stkip Bina Bangsa Meulaboh, Aceh Barat, Indonesia; Department Of Mathematics Education, Universitas Negeri Malang, Malang, Indonesia
