The influence of guided inquiry learning model on mathematical critical thinking ability viewed from student’s mathematical prior abilities

The purpose of this research is to determine the effect of the guided inquiry learning model on mathematical critical thinking skills of student’s mathematical prior abilities. This research is an experimental study that using a treatment by level research design. The research data was obtained through a test instrument for students’ mathematical critical thinking skills on the material of Arithmetic and Geometry sequences and series in the form of an essay test, and a student’s mathematical prior abilities test in the form of a multiple choice test. The results showed that: (1) The mathematical critical thinking ability of students who were taught using the guided inquiry learning model was higher than the direct learning model; (2) There is an interaction effect between learning models and mathematical prior abilities on students’ mathematical critical thinking abilities; (3) The mathematical critical thinking ability of students who have high mathematical prior abilities taught by the Guided Inquiry learning model is higher than the direct learning model; (4) The mathematical critical thinking ability of students who have low mathematical prior abilities taught by the Guided Inquiry learning model is lower than the direct learning model.