Analysis of the Deaf Student's Critical Thinking Skill to Understanding Fractional Concepts Based on Visual and Kinesthetic Learning Styles
Abstract
Critical thinking skills can train construction students’ knowledge, including deaf students whose learning mathematics content is different from hearing students. This study aims to analyze the critical thinking skills of deaf students to fractional concept understanding in the sub-skills of focus, reason, inference, situation, clarity, and overview. This study type is descriptive with a qualitative approach. Data was collected through critical thinking tests and unstructured interviews to explore students’ test results. The data validity was obtained through time triangulation which was carried out by comparing several test results. This study involved 12 subjects comprising eight students with visual learning styles, three with kinesthetic learning styles, and one with other learning styles. Researchers will not review the other learning styles in this study. The critical thinking test used in this study consisted of questions representing the sixth critical thinking sub-skills. Researchers analyzed the collected data through data reduction, presentation, and conclusion. The results show that in understanding the concept of fractions, the critical thinking of deaf students is influenced by their learning style. Visual learning style students’ activities related to images, while kinesthetic learning style students related to concrete objects around them manipulation.
Keywords: Critical Thinking; Deafness; Fractional Concept; Learning Styles
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