Students' Critical Thinking Skills in Solving Mathematical Problems: Systematic Literature Review

kritis


INTRODUCTION
The progress of the times and the rapid development of technology requires that Indonesia has human resources that are ready to compete in the global arena.Advances in civilization such as rapid changes in science and technology, increasing use of information technology, and continuing to move related to advances in science, all of which focus on education as an influential role (Pratiwi et al., 2019;Shebastian et al., 2020).Quality human resources are a reflection of an appropriate generation in continuing the relay of government that continues from generation to generation (Ferdiani, 2022).In becoming a quality generation, young people are required to have skills that are in line with global demand.
Critical thinking skills, problem solving, creativity are at the core of implementing work in the 21st century (Chai & Kong, 2017;Shahroom & Hussin, 2018).
Critical thinking is one of the most important core competencies in the 21st century.Critical thinking is an analysis and critical assessment of a problem to form a decision.With their critical thinking skills, students can develop effective communication skills as well as overcome difficult challenges in the future (Basri & As' ari, 2019;Hidayatullah et al., 2021).In the Indonesian academic context, the ability to think critically is one of the domains of mathematics that is contained in learning mathematics.Therefore, teachers need to assist students in developing critical thinking skills in solving mathematical problems through the process of learning mathematics (Imam et al., 2018;Putri & Irwan, 2019).Previous study stated that indicators of critical thinking ability include the following: 1) Understand problems and be diligent in solving problems 2) Can think abstractly and quantitatively 3) Make mathematical models, and 4) Look for and use structures and framework (Musdi et al., 2020).From the description above it can be concluded that the ability to think critically is the ability to analyze, create and use criteria objectively and carry out objective evaluations.
With critical thinking students are required to explore types of convergent thinking in learning mathematics.Mathematics is a subject that can develop students' thinking skills and problem solving abilities, because in this subject students are required to seek the truth and in the truth it is necessary to analyze and test its truth.Previous study states that problem solving abilities can support students in making decisions, thinking analytically, and cultivating critical thinking skills to deal with new situations (Chong et al., 2019).The same thing was also expressed by other study that problem solving is an individual activity that involves knowledge, skills, and understanding that has been acquired to obtain solutions to new situations (Epçaçan, 2019).
Currently the learning process still tends to use conventional learning models such as lectures and assignments, so that the learning process takes place monotonously and students are less able to explore the abilities that exist in them.In addition, the use of learning media is still very rare.This shows that the learning process used has not been able to accommodate and facilitate all the learning abilities of each student which are different from one another.There needs to be improvement and creativity so that learning can be more interesting to students as the main subject of learning and to develop students' critical thinking skills.
To develop mathematical critical thinking skills, students are expected to have a fighting attitude in solving mathematical problems.This can support learning that is oriented towards students' critical thinking skills (Munawwarah et al., 2020;Seftiani et al., 2021).Problem solving abilities and critical thinking skills will increase if there are efforts to manage learning by providing opportunities for students to be actively involved in learning.To achieve these efforts, there must be innovation in learning mathematics, for example by applying models, methods, strategies or learning media that are renewable (Darmayasa, 2018;Raharjo, 2022).In addition, so that students' mathematical critical thinking skills can be measured with actual conditions, valid and reliable indicators of mathematical critical thinking skills are needed.
Thus, the focus of this study aims to analyze a comprehensive picture of students' mathematical critical thinking skills in solving mathematical problems, through content analysis on the development of definitions or indicators of mathematical critical thinking, as well as how to emerge or improve students' mathematical critical thinking skills.This research is a Systematic Literature Review which is conducted by identifying, reviewing, evaluating, and interpreting all available research.

METHODS
The method used in this research is Systematic Literature Review (SLR).SLR is a method of identifying, evaluating, and interpreting all available research that is relevant to the formulation of the problem and the topic area studied (Chalkiadaki, 2018;Liu et al., 2021).Using the SLR method will be able to systematically review and identify an article in each process following the steps or stages that have been determined.
The object of this research is an indicator of critical thinking and ways to bring up or improve students' critical thinking skills in solving mathematical problems.In this SLR, the data found is evaluated based on questions of quality assessment criteria.Thus, the inclusion and exclusion criteria used in this SLR study can be seen in Table 1.Researchers collected journal articles from Google Scholar, Research Gate, SINTA, DOAJ, Scopus, and Web of Science.The keywords in this research are mathematical critical thinking skills.From the results of the article search, 25 articles were found with the scope of discussing Mathematical Critical Thinking Skills in Solving Mathematical Problems.In general, there are 3 research methods or approaches used in the 25 articles, namely: 10 articles are classified as experimental research, 12 articles are classified as qualitative research, and 3 articles are classified as development research.From these articles, they are then analyzed to find the results of meta-analysis related to mathematical critical thinking skills in solving mathematical problems to find potential for the development of further studies.
Referring to the objects and inclusion and exclusion criteria that have been presented in Table 1, in this study 515 articles were identified.The identified articles will go through several processes according to the PRISM chart in Figure 1.

Results
Based on the search results for articles using the Publish or Perish (PoP) application with the keyword Mathematical Critical Thinking Skills, 515 articles were obtained, which then through the VosViewer application obtained visualization and descriptions of the bibliometric knowledge map exploration of these articles as shown in Figure 2.

Figure 2. Visualization of Research on Critical Thinking Skills
From Figure 2 it can be seen that the study of mathematical critical thinking skills by solving mathematical problems is interesting for more in-depth analysis and needs to be studied further for potential research topics that can be carried out.This is very reasonable because in the last 10 years little has been done, and when discussing critical thinking it cannot be separated from problem solving as the spirit of learning mathematics at all levels of education.Referring to Figure 1 previously, 25 articles were obtained that were very relevant to describe the study of students' critical thinking skills in solving mathematical problems, where the results of the meta-analysis of the findings of the articles are presented in Table 2. Based on Table 2, it can be seen that all research themes are related to critical thinking skills in solving mathematical problems.All of these articles were published in the last five years, between 2018 and 2022 to be precise.From Table 2, it can be seen that the research trend of critical mathematical thinking is dominated by experimental research in the form of quasi-experiments and qualitative descriptive research.In addition, the topics of discussion that appear in the majority of each article and the potential for further research studies can be summarized as shown in Table 3.It is necessary to develop and apply problems that can develop Higher Order Thinking Skills (HOTS), so that learning is not only meaningful, but can also train students' higher order thinking skills. No.

An Analysis of the Implications and Limitations
Further From all the articles reviewed, it can be seen that the percentage of using open-ended, ill-structured, or metacognitive problem types is only 24% with 20% of them using openended problem types and 4% using ill-structured problem types.In principle, these three types of problems have accommodated critical thinking skills (the realm of analysis and evaluation) with differences of opinion and problem solving given by students.However, the types of open-ended, illstructured, or metacognitive problems have not provided space for cognitive conflict in students due to contradictions.
It is necessary to provide controversial issues that can cause cognitive conflict in students due to cognitive conflicts.

Bringing up critical thinking through the use of information and communication technology (ICT).
There are 4% of articles which in their research make use of information and communication technology (ICT) to improve students' critical thinking skills.From 4% of the articles using ICT, it can be seen that the use of IT can provide a new atmosphere and ideas to improve critical thinking skills in the digital era.However, these articles are limited to the development of learning media and instruments that cannot stand alone completely for independent learning for students.
It is necessary to develop a problem-based mathematics electronic module (E-module) that can facilitate students' critical thinking in independent learning.

Discussion
Of the 25 articles that have been identified, it is known that most of the critical thinking indicators used refer to the opinions of Ennis and Facione.Even though it refers to the same critical thinking indicators (using Ennis and/or Facione indicators), there are differences or variations in the aspects of the critical thinking indicators.This is due to the different interpretations of one article to another on the indicators of critical thinking referred to.Another thing that can be identified is that most of the articles above use Problem Based Learning to bring up critical thinking.Problem Based Learning is said to be an effective model for improving students' critical thinking skills (Munawwarah et al., 2020;Sumarno, 2019).With problem-based learning, students will be directed to develop Higher Order Thinking Skills (HOTS) through thought processes in solving the problems presented (Antara & Dewantara, 2022;Takko et al., 2020).
The use of contextual, realistic, and authentic problems in the article can motivate students in learning and is able to lead students towards more meaningful learning.However, the use of contextual, authentic, and realistic problem types in the above article has not provided space for students to think critically and has not been able to optimize development in the realm of analysis and evaluation in accordance with the objectives of Problem Based Learning (Hidayati et al., 2020;Muslimahayati et al., 2020).On the other hand, the above article also uses open-ended, ill-structured, or metacognitive problem types.In principle, these three types of problems have accommodated critical thinking skills (the realm of analysis and evaluation) through differences of opinion and problem solving given to students.However, the types of open-ended, ill-structured, or metacognitive problems do not yet provide students with cognitive conflict due to contradictions.Therefore, it is necessary to provide controversial issues that can cause cognitive conflict in students due to cognitive conflicts.
Apart from using Problem Based Learning, the method used to bring up critical thinking is through the use of information and communication technology (ICT).The use of ICT-based media tends to be better than conventional media.This is supported by research which states that the use of Adversity Quotient-based Geogebra software can improve students' critical thinking skills (Hidayat & Sariningsinh, 2018).However, the article above is limited to the development of instructional media and instruments that cannot stand alone completely for independent learning for students.Thus, it is necessary to develop a problembased mathematics electronic module (E-module) that can facilitate students' critical thinking in independent learning (Priyonggo et al., 2021;Putri & Irwan, 2019).
From the results of the Systematic Literature Study (SLR) which elaborated on 25 articles, there were four topics that were highlighted, namely the differences in indicators used to measure students' critical thinking abilities, aspects used to translate indicators of critical thinking, the use of Problem Based Learning can bring out mathematical critical thinking skills students, and the use of ICT in generating mathematical critical thinking.In terms of theory, the results of the Systematic Literature Review (SLR) that were conducted turned out to have relevance which is in line with the results of the Systematic Literature Review (SLR).From these two studies, it can be seen that in critical thinking, aspects of argumentation and reasoning are very important to develop.This is because argumentation can describe cognitive activity, while reasoning is the key to developing critical thinking.Apart from comparing it with the relevant Systematic Literature Review (SLR), a comparison was also made with the results of the meta-analysis.From the results of this comparison, it was found that the results of the Systematic Literature Review (SLR) which were carried out were in line with the results of the meta-analysis in terms of implementing Problem Based Learning which turned out to have a positive effect on improving students' mathematical thinking skills (Azizah et al., 2018;Munawwarah et al., 2020).
Based on a comprehensive description of these students' mathematical critical thinking skills with their indicators, implications, and limitations, it can be recommended for further studies regarding the digitization of mathematics learning which is able to bring up indicators of students' critical thinking skills as a whole and independently.The digitalization of learning can be in the form of developing problem-based digital modules that facilitate students' cognitive conflicts which not only raise differences in views but also provide conflict in students' cognition so that students' analysis and evaluation processes are more optimally developed to improve students' mathematical critical thinking.

CONCLUSION
The topic of study on critical thinking skills in solving students' math problems includes various discussions.The aspects used to translate critical thinking indicators are different, the use of Problem Based Learning can bring up students' mathematical critical thinking skills.However the use of the majority of problem types is contextual, authentic, and open-ended problems which are still limited to more meaningful learning conditioning that does not facilitate cognitive conflict or conflict in students, and the utilization of ICT in generating mathematical critical thinking already exists but its existence is still minimal and only limited as a learning supplement or in other words it is not optimal to facilitate students' independent learning in sowing students' critical thinking.

Table 1 .
Inclusion and Exclusion Criteria

Table 2 .
Meta-Results of Mathematical Critical Thinking Concept Findings

Table 3 .
Summary of Discussion Topics and Opportunities for Further Study