The research objective of this study is to describe the habituation and exemplary critical thinking of students in the following activities: 1) preliminary, 2) core, and 3) closing mathematics learning in the primary school. The type of this research was ethnographic qualitative research. The research was conducted at Sekolah Dasar Muhammadiyah 16 Karangasem Surakarta in the 2019/2020 school year. Data collection techniques of this study were participatory observation, in-depth interviews, and document analysis. Data validation was accomplished by having triangulation of sources and methods. Data analysis techniques were completed inductively. The results of the research showed that the process of habituation and exemplary of critical thinking in learning mathematics was done in the preliminary, core, and closing activities. The critical thinking ability profile shows that students were able to 1) determine known problems and information, 2) decide ideas to solve problems, 3) determine procedures for answering problems, and 4) thoroughly re-check the answer process. Habituation and exemplary of critical thinking on the first indicator showed that students were able to propose problems to be discussed and determine information related to fraction questions. Habituation and exemplary of critical thinking on the second indicator indicated that students were able to provide logical reasons in the form of ideas to solve problems. Habituation and exemplary of critical thinking on the third indicator demonstrated that students were able to complete math problems with the correct procedure. Habituation and exemplary of critical thinking on the fourth indicator indicated that students were able to take action in the form of re-checking problem-solving.
Key words: critical thinking, mathematics, habituation, learning.
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