Kemampuan Berpikir Kritis Matematis Siswa SMP Melalui Pendekatan Realistic Mathematic Education (RME) Berbantuan Video Berbasis Kontekstual

Penelitian Sehingga model pembelajaran dapat mendukung untuk meningkatkan tersebut. Salah satu cara yang diyakini berpengaruh terhadap kemampuan berpikir kritis matematis siswa yaitu dengan menggunakan Pendekatan Realistic Mathematics Education (RME) Berbantuan Video Berbasis Kontekstual. Bertujuan untuk mengetahui Pengaruh Kemampuan Berpikir Kritis Matematis Siswa SMP melalui Pendekatan Realistic Mathematics Education (RME) Berbantuan Video Berbasis Kontekstual. Metode yang digunakan dalam penelitian ini adalah kuasi-ekperimental dengan jenis desain nonequivalent control grup design . Populasi penelitian kelas VIII SMP Negeri 5 Cibadak tahun ajaran 2019/2020 dengan sampel penelitian ini terdiri dari dua kelas yakni kelas VIII.A sebagai kelas eksperimen dan kelas VIII.B sebagai kelas kontrol masing-masing kelas berjumlah 26 siswa. Instrumen yang digunakan berupa instrumen tes kemampuan berpikir ABSTRACT This research is motivated by the low mathematical critical thinking ability of junior high school students. So the need for a learning model that can support to improve these abilities. One way that is believed to have an effect on students' mathematical critical thinking skills is to use a Contextual-Based Video-Assisted Realistic Mathematics Education (RME) Approach. Aims to determine the Effect of Mathematical Critical Thinking Ability of Junior High School Students through a Contextual Based Video-Assisted Realistic Mathematics Education (RME) Approach. The method used in this research is quasi-experimental with nonequivalent control group design. The research population for class VIII SMP Negeri 5 Cibadak for the academic year 2019/2020 with this research sample consisted of two classes, namely class VIII.A as the experimental class and class VIII.B as the control class, each class totaling 26 students. The instrument used is a mathematical critical thinking ability test instrument. The results obtained in this study are the achievement and improvement of mathematical critical thinking skills in the experimental class is better than the control class.