The Effect of Application of Graded Response Models (GRM) on Critical Thinking Ability

Abstract

Mathematical thinking ability, particularly a high level of mathematical thinking, is essential for the student to confront changes in circumstances or challenges in evolving daily life. GRM is a scoring system where the difficulty level of each category on the test items is arranged sequentially to encourage the test-taker to answer from the low to high category and show response views from the sequence of work. This study aims to describe the mathematical analysis of students' critical thinking ability at SMA in Wajo. This research was qualitative with a descriptive approach. The subject in this study was XII SMA Negeri 5 Wajo reviewed from an initial capability that adds up to 3 people. The participants were taken using an ability early test and given a test of mathematical and critical thinking abilities, then interviewed. Test data of mathematical and critical thinking abilities interview each participant is described. The conclusion of data analysis is the ability of critical thinking of students beginning using the Graded Response Model (GRM) noted that the ability of the initial of the high, medium, and low indicating the same mathematics critical thinking ability in stages a shows average between 1,00 to -1,00.