ANALISIS BERPIKIR KRITIS SISWA SMP BERKEPRIBADIAN INTROVERT DAN EKSTROVERT MELALUI ETNOMATEMATIKA LEGENDA SUMUR GILING LAMONGAN

Abstract

Mathematical critical thinking is one of the essential competencies that should be developed in twenty-first-century mathematics education. However, students' critical thinking skills remain relatively low and are influenced by various factors, including personality type and instructional approach. This study aimed to describe the profile of mathematical critical thinking skills of introverted and extroverted students in solving ethnomathematics-based problems derived from the Sumur Giling Lamongan legend through the Contextual Teaching and Learning (CTL) approach. This research employed a descriptive qualitative design. The participants consisted of four eighth-grade students of MTs Ma'arif 15 Tarbiyatul Huda Sendang Duwur selected through purposive sampling, including two introverted students and two extroverted students with relatively similar mathematical abilities. Data were collected through a personality questionnaire, a mathematical critical thinking test, semi-structured interviews, and documentation. Data were analyzed using the Miles, Huberman, and Saldaña model involving data condensation, data display, and conclusion drawing, while data credibility was ensured through technique triangulation and member checking. The findings revealed that introverted students fulfilled all six critical thinking indicators proposed by Facione, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. In contrast, extroverted students fulfilled only three indicators, namely interpretation, analysis, and inference, while evaluation, explanation, and self-regulation were not optimally demonstrated. The study concludes that integrating CTL with the ethnomathematical context of the Sumur Giling Lamongan legend facilitates meaningful mathematical understanding, whereas personality type mainly influences the depth of reasoning, argumentation, and reflective thinking rather than students' initial understanding of mathematical problems.

ABSTRAK

Kemampuan berpikir kritis matematis merupakan salah satu kompetensi penting yang perlu dikembangkan dalam pembelajaran abad ke-21. Namun, kemampuan tersebut masih relatif rendah dan dipengaruhi oleh berbagai faktor, di antaranya tipe kepribadian siswa serta pendekatan pembelajaran yang digunakan. Penelitian ini bertujuan mendeskripsikan profil kemampuan berpikir kritis matematis siswa berkepribadian introvert dan ekstrovert dalam menyelesaikan soal berbasis etnomatematika legenda Sumur Giling Lamongan melalui pembelajaran Contextual Teaching and Learning (CTL). Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas empat siswa kelas VIII MTs Ma’arif 15 Tarbiyatul Huda Sendang Duwur yang dipilih secara purposive sampling, yaitu dua siswa berkepribadian introvert dan dua siswa berkepribadian ekstrovert dengan kemampuan matematika yang relatif setara. Pengumpulan data dilakukan melalui angket tipe kepribadian, tes kemampuan berpikir kritis matematis, wawancara semi-terstruktur, dan dokumentasi. Analisis data menggunakan model Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi teknik dan member check. Hasil penelitian menunjukkan bahwa siswa berkepribadian introvert mampu memenuhi seluruh indikator berpikir kritis menurut Facione, yaitu interpretation, analysis, evaluation, inference, explanation, dan self-regulation. Sementara itu, siswa berkepribadian ekstrovert hanya memenuhi indikator interpretation, analysis, dan inference, sedangkan indikator evaluation, explanation, dan self-regulation belum terpenuhi secara optimal. Temuan ini menunjukkan bahwa integrasi CTL dengan etnomatematika legenda Sumur Giling Lamongan mampu memfasilitasi pemahaman konsep matematika secara kontekstual, sedangkan perbedaan tipe kepribadian lebih memengaruhi kedalaman penalaran, kemampuan memberikan argumentasi, dan refleksi terhadap proses berpikir daripada kemampuan memahami masalah.