PENGARUH GAYA BELAJAR TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SISWA KELAS X SMA KECAMATAN PASAR MINGGU

Abstract

Penelitian ini mengkaji pengaruh gaya belajar (visual, auditori, dan kinestetik) terhadap kemampuan berpikir kritis matematis siswa kelas X SMA swasta di Kecamatan Pasar Minggu. Menggunakan desain kuantitatif ex-post facto, data dikumpulkan dari 159 siswa yang dipilih melalui proportional random sampling. Kuesioner yang telah divalidasi mengukur gaya belajar, sementara kemampuan berpikir kritis matematis diuji melalui instrumen tes. Analisis ANOVA satu jalur menunjukkan perbedaan signifikan dalam kemampuan berpikir kritis antar ketiga gaya belajar (F_hitung = 3,0971 > F_tabel = 3,05 pada α = 0,05), dengan peserta didik kinestetik meraih rerata tertinggi (62,07), diikuti auditori (59,61) dan visual (58,03). Uji lanjut t-test mengungkap perbedaan paling signifikan antara gaya belajar visual dan kinestetik (t_hitung = 2,1080). Hasil penelitian membuktikan bahwa gaya belajar berpengaruh signifikan terhadap kemampuan berpikir kritis matematis, sehingga guru perlu menyesuaikan strategi pembelajaran sesuai modalitas belajar dominan siswa. Temuan ini sejalan dengan penelitian Karim (2014) dan Pratiwi dkk. (2022), menegaskan pentingnya pendekatan diferensiasi untuk mengoptimalkan keterampilan berpikir tingkat tinggi dalam matematika.

This study examines the influence of learning styles (visual, auditory, and kinesthetic) on the mathematical critical thinking skills of tenth-grade students in private senior high schools located in Pasar Minggu District. Using a quantitative ex-post facto design, data were collected from 159 students selected through proportional random sampling. Validated questionnaires assessed learning styles, while mathematical critical thinking was measured via tests. One-way ANOVA analysis revealed significant differences in critical thinking abilities among the three learning styles (Fcalculated = 3.0971 > Ftable = 3.05 at α = 0.05), with kinesthetic learners achieving the highest average score (62.07), followed by auditory (59.61) and visual learners (58.03). Post-hoc t-tests indicated the most significant difference was between visual and kinesthetic learners (tcalculated = 2.1080). The findings suggest that learning styles have a significant impact on students' mathematical critical thinking, emphasizing the need for teachers to adapt instructional strategies to align with students' preferred learning modalities. This study supports prior research by Karim (2014) and Pratiwi et al. (2022), highlighting the role of tailored pedagogy in enhancing higher-order thinking skills in mathematics.