The goal of this study was to ascertain if critical thinking directly affects students’ learning attitudes. (2) whether critical thinking directly affects students’ willingness to succeed in mathematics, and (3) if learning attitudes directly affect students’ motivation to succeed in mathematics. To determine if there is a causal link between variables, a survey approach using a path analysis model was utilised in this study. The findings revealed that: (1) critical thinking had a direct positive effect on attitudes toward learning mathematics as evidenced by the path coefficient value of p21 equal to 0.398 with a significant value equal to 0.000 0.05; and (2) critical thinking had no direct positive effect on attitudes toward learning mathematics. There is a direct positive effect of learning attitudes on students’ mathematics achievement motivation, which is known from the path coefficient value py2 equal to 0.824 with a significant value equal to 0.000 > 0.05 and the path coefficient value py1 equal to 0.029 with a significance value equal to 0.569 > 0.05. Exogenous variables of critical thinking and learning attitudes coupled with endogenous variables of students’ desire for mathematics accomplishment contribute effectively to 69.14 percent of the equation.

Author(s) Details:

. Firdausi,
State University of Jakarta, Indonesia and Syarif Hidayatullah State Islamic University Jakarta, Indonesia.

Wardani Rahayu,
State University of Jakarta, Indonesia.

Burhanudin Tolla,
State University of Jakarta, Indonesia.

Muhamad Syukur,
Syarif Hidayatullah State Islamic University Jakarta, Indonesia.

Please see the link here: https://stm.bookpi.org/CRLLE-V7/article/view/7542

Keywords: Critical thinking, learning attitude, mathematics achievement motivation.

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