IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION FOR IMPROVEMENT OF MATHEMATICAL CRITICAL THINKING SKILLS BY PROFIL PELAJAR PANCASILA

Abstract

Learning is a learning concept that prepares students to face era 4.0 and the 21st century. This learning concept aims to produce competent lifelong learners who have character and behave according to the values of Pancasila. Based on a review of some literature, the author obtained several principles in DI that provide opportunities to improve mathematical critical thinking skills. First, the uniqueness of DI is using the power of questioning. The meaningful questions stimulate a growth mindset and impact the students' mathematical critical thinking process. Second, DI incorporates metacognitive activities in learning. If these activities are combined in mathematics learning, it will increase the meaningfulness of learning. So that the critical thinking process can run well and as it should. Third, DI also provides opportunities for students to learn from their point of view, not only from the teacher's. Students are free to learn with different perspectives through their interests, talents and interests in developing concepts in mathematics learning. This condition provides opportunities for students to carry out critical thinking processes. Fourth, DI also provides space for teachers to provide feedback with a growth mindset. The questions in this feedback do not only invite "Yes" or "No" answers from students. Instead, they stimulate students' scientific answers. Students can provide a broader and more scientific explanation of their task. This process will require students to think critically in delivering answers to the feedback questions given by the teacher.