Students’ Critical Thinking Processes in Solving Contextual Number Pattern Problems Based on The Joglo House

Dewi Mashitoh; Adi Nurcahyo; Muhammad Noor Kholid

doi:10.30998/jxh46445

Authors

Dewi Mashitoh Universitas Muhammadiyah Surakarta Author
Adi Nurcahyo Universitas Muhammadiyah Surakarta Author
Muhammad Noor Kholid Universitas Muhammadiyah Surakarta Author

DOI:

https://doi.org/10.30998/jxh46445

Keywords:

Critical Thinking, Joglo House, Number Patterns

Abstract

Mathematics learning often emphasizes final answers rather than students’ thinking processes, which limits the development of critical thinking. This study aims to analyze junior high school students’ critical thinking processes in solving contextual number pattern problems based on the Joglo traditional house. This research employed a descriptive qualitative approach involving 35 eighth-grade students at MTsN 4 Sragen. The instrument consisted of contextual essay questions on number patterns. The data were analyzed by classifying students into high, medium, and low categories using the mean and standard deviation, followed by an in-depth analysis of three selected students based on Facione’s indicators. The findings show clear differences in students’ critical thinking processes across ability levels. High-category students fulfilled all indicators of critical thinking. Medium-category students showed weaknesses in explanation and self-regulation. Low-category students only fulfilled the interpretation indicator. These findings indicate that the completeness of students’ critical thinking processes varies across ability levels in solving contextual number pattern problems based on the Joglo traditional house.

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