A Problems Solving and Thinking Critical Ability Student Through Realistic Approach Based on Problem Non-routine by Blended Learning in the Department Mathematics, Faculty Mathematics and Natural Science, Medan State University

Abstract

This study aims to analyze students' problem-solving and critical thinking ability through realistic approach based on non-routine problem by blended learning in the Mathematics Department, Faculty of Mathematics and Natural Sciences, State University of Medan. This type of research is a quasi-experimental. The research population is all undergraduate students of the Mathematics Education Study Program (MESP) in 2021. The research sample is taken from 2 classes of the population, namely; 1) MESP A 2021 as an experimental class that is given learning with a realistic approach based on non-routine problems using blended learning, and 2) MESP B 2021 as a control class that is given regular online learning. The research instrument on problem solving and critical thinking skills is a test. Data on problem solving abilities and critical thinking were analyzed using ANOVA. The results showed that the problem-solving and critical thinking skills of students who were given geometry learning through a realistic approach based on non-routine problems using blended learning were better than students who were given regular online learning. Furthermore, from the results of the study it was found that there was no interaction between learning and students' initial abilities, both on problem skills and on students' critical thinking skills. This shows that students' problem-solving and critical thinking skills are always better using learning with a realistic approach based on non-routine problems using blended learning compared to students who are given regular online learning. Thus, what is suggested from the results of this study is that in improving students' problem-solving and critical thinking skills through a realistic approach based on non-routine problems using blended learning, it is not necessary to classify students into low, medium or high initial abilities.