Student teachers’ perception of the effect of contextual teaching and learning approach on critical thinking skills

Abstract

This study aims to analyze student teachers’ perception of the effect of contextual teaching and learning approach on students’ critical thinking skills. This study used a qualitative approach in which 33 student teachers from the Department of Mathematics Education were involved. Data collection was carried out by using online survey using interviews conducted online via the Google form, with open and closed questions aimed at attracting the respondent's attention to CTL learning approach. The time for the research was conducted from October 26, 2021 to November 17, 2021. The data analysis technique used was descriptive qualitative. The results of this study indicate that: (1) respondents have a good perception of mathematical critical thinking skills and CTL approach, (2) the majority of respondents know the components that can stimulate critical and mathematical thinking skills, (3) all respondents believe that there are difficulties when applying CTL approach, (4) respondents argue that there is a significant difference in improving students' critical mathematical abilities between the use of CTL approach and the conventional approach, (5) there are two factors that can affect critical and mathematical thinking abilities, namely psychological factors and physiological factors, ( 6) respondents know how to improve mathematical critical thinking skills through CTL approach, (7) all respondents are interested in using CTL approach in the learning process.