SavedAdd your journal

Journals / Journal for the Education of Gifted Young Scientists / 2019 / Cilt: 7 - Sayı: 4

Impact of Infusing Truth-Seeking and Open-Minded Behaviors on Mathematical Problem-Solving

Abdur Rahman AS'ARİ
Dian KURNİATİ
Abdul Halim ABDULLAH
Makbul MUKSAR
Sudirman SUDİRMAN
Pages
1019–1036
Publication Date
2019-12-15
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The result of the study indicated after the infusion period that students tend to show critical thinking dispositions when they have to solve a mathematical problem, and their mathematics achievement also outperforms students who never informed truth-seeking and open-minded behaviors.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aims to investigate the impact of infusing truth-seeking and open-mindedness toward students’ dispositions and achievement.
📊
Key Findings & Data:The study employed an educational design research approach, and a total of 20 in-service mathematics teachers from Indonesia were involved in the study.
💡
Conclusion & Impact:The result of the study indicated after the infusion period that students tend to show critical thinking dispositions when they have to solve a mathematical problem, and their mathematics achievement also outperforms students who never informed truth-seeking and open-minded behaviors.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:critical thinking disposition · infusing · mathematical problem-solving

Abstract

The aims to investigate the impact of infusing truth-seeking and open-mindedness toward students’ dispositions and achievement. The study employed an educational design research approach, and a total of 20 in-service mathematics teachers from Indonesia were involved in the study. These participants were taught using two different treatments during a one-semester mathematical problem-solving course. In the first treatment, students were encouraged to assume that all provided information in the problems is correct; meanwhile, in the second treatment, students were encouraged to seek the truth and analyze the possible different point of view. Both treatments were employed alternately every week. The result of the study indicated after the infusion period that students tend to show critical thinking dispositions when they have to solve a mathematical problem, and their mathematics achievement also outperforms students who never informed truth-seeking and open-minded behaviors.

🔖

Cite This Article

AS'ARİ, A. R., KURNİATİ, D., ABDULLAH, A. H., MUKSAR, M., SUDİRMAN, S. (2019). Impact of Infusing Truth-Seeking and Open-Minded Behaviors on Mathematical Problem-Solving. Journal for the Education of Gifted Young Scientists, Cilt: 7 - Sayı: 4, 1019–1036. https://ajindex.com/articles/262396

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis. Review of Educational Research, 78(4), 1102–1134. https://doi.org/10.3102/0034654308326084.
  2. Al-Zahrani, M. Y., & Al-Bargi, A. (2017). The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis. English Language Teaching, 10(6), 135-150. https://doi.org/10.5539/elt.v10n6p135.
  3. Arsal, Z. (2015). The Effects of Microteaching on the Critical Thinking Dispositions of Pre-service Teachers. Australian Journal of Teacher Education, 40(3), 140-153. https://doi.org/10.14221/ajte.2014v40n3.9. As’ari, A. R., Mahmudi, A., & Nuerlaelah, E. (2017). Our Prospective Mathematics Teachers Are Not Critical Thinkers Yet. Journal on Mathematics Education, 8(2), 145–156. https://doi.org/10.22342/jme.8.2.3961.145-156.
  4. Ajzen, I. (2012). The theory of planned behavior. Handbook of Theories of Social Psychology: Volume 1 (pp. 438–459). https://doi.org/10.4135/9781446249215.n22.
  5. Bandura, A. (1971). Social Learning Theory. International encyclopedia of psychiatry, psychology, psychoanalysis, and neurology. New York: General Learning Corporation. Bell, R., & Loon, M. (2015). The Impact of Critical Thinking Disposition on Learning using Business Simulations. The International Journal of Management Education, 13(132), 119–127. https://doi.org/10.1016/j.ijme.2015.01.002.
  6. Bloch, J. & Spataro, S. E. (2014). Cultivating Critical-Thinking Dispositions throughout the Business Curriculum. Business and Professional Communication Quarterly, 77(33), 249-265. https://doi.org/10.1177/2329490614538094.
  7. Burdick, C. L. (2014).
  8. The Merits, Limitations, and Modifications of Applying Bandura’s Social Learning Theory to Understanding African American Children’s Exposure to Violence. American International Journal of Social Science, 3(5), 183-190.
  9. Cottrell, S. (2005). Critical Thinking Skills. Developing Effective Analysis and Argument (1st ed., Vol. 25). https://doi.org/10.5172/conu.2007.25.1-2.174a.
  10. Darby, N. M., & Rashid, A. M. (2017). Critical Thinking Disposition: The Effects of Infusion Approach in Engineering Drawing. Journal of Education and Learning, 6(3), 305-311. https://doi.org/10.5539/jel.v6n3p305.
  11. Di Giacomo, F. T., Fishbein, B. G., Monthey, W., & Pack, C. (2012). Global Competency Education (p. 680683). College Board of Research. Edwards, L. C. (2017). The cra