Development of Critical Thinking Ability by Using Realistic Mathematics Education Learning on Probability for Grade 11 Students
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Abstract
This research aimed to investigate approaches to learning management organized around Realistic Mathematics Education (RME that enhance critical thinking abilities, and to assess the effects of implementing RME-based learning management on these abilities regarding probability among 30 Grade 11 students in the second semester of the 2024 academic year from a large special school in Phetchabun Province, selected through purposive sampling. The research employed a classroom action research design consisting of 3 action cycles totaling 10 hours. The research instruments included 3 lesson plans, activity worksheets, and a critical thinking ability assessment test. The collected data were analyzed through content analysis by considering the components of critical thinking ability: issue identification, credibility assessment of information, identifying basic assumptions, drawing conclusions, and decision-making. The research findings revealed that 1) The approach to organizing learning activities based on RME concepts that develops critical thinking abilities should emphasize key aspects including selecting contexts relevant to students' real lives, promoting small group discussions, using structured probing questions, providing opportunities for students to compare and exchange ideas, and reviewing related foundational knowledge. 2) Students showed development in all five aspects of critical thinking ability, with the greatest improvement in drawing conclusions, followed by issue identification, credibility assessment of information, identifying basic assumptions, and decision-making, respectively.
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