Mengembangkan Kemampuan Berfikir Kritis Melalui Metode Pembelajaran Improve

The focus of this research is to look at the development of students' critical mathematical thinking skills of IMPROVE learning methods. This research is quasi-experimental research with a population of a student of class VII SMP PGRI Kec. Sukarame Kota Bandar Lampung for the academic year 2015/2016, while the sample in this research is the students of class VII, which come from two classes in each class chosen at random. The instruments used in this study. Data analysis using a different test. Two-way ANOVA test and test. Based on the results of data analysis resulted in mathematical learning group of students who gain learning better than students who obtain conventional learning. Students who have received IMPROVE learning, upper category students have improved mathematical critical thinking skills than middle and lower category students, while improving students' mathematical thinking skills under category is better than middle category students. There is an interaction between the learning factors with the category of students' ability there is an increase in critical thinking skills mathematically.This study aims to find out how to develop students' critical thinking skills through IMPROVE learning methods. This type of research is a quasi experimental design study. The research design used was pretest-posttest experimental control group design. The research sample was not selected randomly (nonrandomly assigned groups). Data collection used is using the test method. The instrument used for data collection is a test of critical thinking skills. Data analysis using a different test, namely t-test and two-way ANAVA test. The results were obtained, showing that the development of critical thinking skills mathematically, groups of students who obtained IMPROVE learning were better than groups of students who received conventional learning. In the group of students who obtained IMPROVE learning, the upper category students had better mathematical critical thinking skills than the middle category and lower category students, while the improvement in the lower critical thinking ability of students in the lower category was better than the middle category students. There is an interaction between learning factors with the category of students' abilities there is an increase in mathematical critical thinking skills