Students’ Critical Thinking in Solving Mathematical Literacy Problems Based on Mathematical Ability

Abstract

Critical thinking helps students analyze information, reason logically, and develop appropriate solutions. However, difficulties still arise when students are confronted with complex problems, particularly those involving mathematical literacy. This study aimed to describe students’ critical thinking in solving mathematical literacy problems based on mathematical ability. Critical thinking was examined using Facione’s indicators: interpretation, analysis, inference, evaluation, explanation, and self-regulation. A descriptive qualitative approach was used with three students involvnig high, moderate, and low mathematical ability, classified using scores from a five-item essay Mathematical Ability Test. The data were obtained from students’ written solutions to mathematical literacy problem-solving tasks and from tasks-based interviews. Data credibility was established through time triangulation by administering two equivalent problem-solving tasks and conducting tasks-based  interviews in two sessions at different times, then comparing the data from both sessions to examine their consistency. The results showed that the student with. high mathematical ability demonstrated critical thinking indicators, namely. interpretation, analysis, inference, explanation, evaluation, and self-regulation. The student with moderate mathematical ability demonstrated interpretation, analysis, inference, explanation, evaluation, and self-regulation; however, the reasoning, use of evidence, and evaluation of procedures were still expressed in a simple manner. The student with low mathematical ability demonstrated interpretation and analysis in the steps that were understood, while explanation, evaluation, and self-regulation appeared to a limited extent. Inference was not evident because the problem-solving process remained incomplete.