The Combined Approach of Teaching at the Right Level and Problem-Based Learning to Foster Mathematical Critical Thinking Skills

Mukti Sintawati; Anisa Nurrohmah; Sadiki Moshi Feruzi; Ginanjar Abdurrahman

doi:10.56741/ijlree.v4i03.1302

Authors

Mukti Sintawati
mukti.sintawati@pgsd.uad.ac.id
Universitas Ahmad Dahlan https://orcid.org/0000-0001-5093-7836
Anisa Nurrohmah Universitas Ahmad Dahlan https://orcid.org/0009-0007-8178-5688
Sadiki Moshi Feruzi Muslim University of Morogoro https://orcid.org/0000-0002-5257-5442
Ginanjar Abdurrahman abdurrahmanginanjar@unmuhjember.ac.id https://orcid.org/0000-0001-8249-6529

DOI:

https://doi.org/10.56741/ijlree.v4i03.1302

Keywords:

Critical Thinking, Diagnostic Assessment, Elementary Students, Problem-Based Learning, Teaching at the Right Level

Abstract

Mathematical critical thinking is an essential skill that helps students analyze information, evaluate arguments, and solve complex problems systematically. However, many elementary students still struggle to attain higher-order thinking skills, mainly due to learning gaps in the classroom. This study aims to examine the effect of the integrated Teaching at the Right Level (TaRL) and Problem-Based Learning (PBL) approach on improving students' mathematical critical thinking skills. This research used a quasi-experimental method involving 34 fourth-grade students divided into experimental and control groups. The experimental group received TaRL–PBL instruction, while the control group used PBL only. Critical thinking skills were measured using pretest and posttest essay questions based on five indicators: interpretation, analysis, inference, evaluation, and explanation. The results showed a significant improvement in the experimental group (t = 2.462, p < 0.05) with a large effect size (Cohen’s d = 0.846), indicating that the TaRL–PBL approach had a strong impact on enhancing critical thinking. These findings suggest that integrating level-based instruction and problem-solving is effective in supporting differentiated learning and strengthening critical thinking in mathematics. The study also indicates that this integrated approach has strong potential to be further developed in mathematics education, particularly to enhance other skills such as creative thinking and mathematical connections.

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Author Biographies

Mukti Sintawati, Universitas Ahmad Dahlan

is a member of the teaching staff at the Department of Elementary Teacher Education, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan. She has been involved in basic education research, focusing on improving teacher competence and student learning experiences, as well as teaching Indonesian in elementary school. Her expertise includes mathematics education for elementary school, with particular focus on inclusion education, dyscalculia, the Montessori method, and teacher competence development. She can be contacted at email: mukti.sintawati@pgsd.uad.ac.id

Anisa Nurrohmah, Universitas Ahmad Dahlan

is a student in the Elementary School Teacher Education Program at Universitas Ahmad Dahlan. She has consistently been active in student activities, particularly those focused on school and community development. Anisa has participated in various student organizations and volunteer programs. She is recognized for her dedication and hard work in organizing events and initiatives that empower communities and promote education. As a future elementary school teacher, she is committed to becoming a dedicated and compassionate educator who will make a positive impact on her students' lives. She can be contacted at email: anisa2100005276@webmail.uad.ac.id

Sadiki Moshi Feruzi, Muslim University of Morogoro

is a member of the teaching staff at the Department of linguistics and foreign languages, Faculty of Arts and Humanities, Muslim University of Morogoro, Tanzania. He has been involved in higher education and linguistics research. He holds Bachelor of Arts with Education from Muslim University of Morogoro and his master’s degree in Linguistics from the University of Dodoma. He can be contacted at email: sadikimoshi@yahoo.co.uk

Ginanjar Abdurrahman, abdurrahmanginanjar@unmuhjember.ac.id

is a faculty member in the Department of Informatics Engineering, Universitas Muhammadiyah Jember, Indonesia. He specializes in data mining, data science, big data, social media analysis, and machine learning. His research focuses on developing interactive digital literacy tools and applying machine learning algorithms for social impact, including augmented reality media for cognitive development in children, news topic classification, and health program analytic. He can be contacted at email: abdurrahmanginanjar@unmuhjember.ac.id

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