Claims

Student performance on the exploration aspect of mathematical critical thinking is the weakest across both ILSC and conventional learning groups

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The lowest percentage score among the five MCTA indicators occurred on Question 3 (exploration aspect) in both the experimental class (50.77%) and the control class (46.15%). → Husnaeni 2016

Evidence

Husnaeni 2016

Husnaeni. (2016). The Enhancement of Mathematical Critical Thinking Ability of Aliyah Madrasas Student Model Using Gorontalo by Interactive Learning Setting Cooperative Model. Journal of Education and Practice, 7(8). https://eric.ed.gov/?id=EJ1095328

q2 · i? · causal · r1

Analysis of student work on five description test items, each mapping to one of five MCTA aspects. The author reports "the lowest percentage in the experimental c lass and control class, located on Question 3", which addresses the exploration aspect, with students struggling to explore ideas and formulate conclusions.

"Of the five items critical thinking skills mathemat ically, the lowest percentage in the experimental c lass and control class, located on Question 3 (in table abov e). Question 3 concerns the second aspect."

Discussion

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