ANALYSIS OF MATHEMATIC CRITICAL THINKING ABILITIES OF 4TH CLASS PRIMARY SCHOOL STUDENTS ON FRACTION MATERIAL AS WELL AS GENDER DIFFERENCES

The purpose of this study was to assess the mathematical critical thinking abilities of fourth-grade elementary school students. The research was conducted on a sample of students from class IVB at SD Negeri 1 Gatak, who were given a written test consisting of 4 questions on equivalent fractions to evaluate their mathematical critical thinking abilities. The study was titled "Analysis of the Mathematical Critical Thinking Ability of Grade IV Elementary School Students on Equivalent Fraction Material in Terms of Gender Differences". The results of the research indicated that female students outperformed male students in critical mathematical thinking. This conclusion was supported by recorded interviews with several research subjects during the preliminary study, where it was found that many of the subjects struggled to comprehend the steps required to solve mathematical problems based on critical thinking skills. Furthermore, the teachers had not provided examples of questions geared towards critical thinking skills, nor had they implemented teaching concepts based on mathematical critical thinking skills.


INTRODUCTION
Mathematics is a field of science that studies numbers, patterns, shapes, and the spaces they fill as well as their sizes and variations.Mathematics is so important in many fields that it has been dubbed the "Queen of Sciences" such as science, health, finance, etc. Mathematics arises when a person is faced with complex problems that involve mental processes to solve sets, structures, spaces, or changes.Mathematics is formed empirically from the experience of a human being.This experience is then processed in a relational and analytical world Prima: Jurnal Pendidikan Matematika ◼ 303

Analysis Of Mathematic Critical Thinking Abilities Of 4th Class Primary School Students On Fraction
Aulia, Sutarni through thinking.Mathematics has a global (Universal) value.Mathematical concepts arise from the thinking process, so logic is the basis for the creation of mathematics (Nur, 2013).
According to Presseisen (Rochaminah, 2008), thinking is a mental activity to expand knowledge.The results of thinking can be ideas, insights, approaches, arguments, and decisions (Abdullah, 2016).Therefore, from this explanation, it can be seen that thinking is the basis for going to the next step.Johnson said critical and creative mathematical thinking allows students to examine problems systematically and overcome various challenges in an organized manner (Johnson, 2006).Develop innovative questions and design relatively new problems.
Developing critical thinking skills aids in the orientation of appropriate thinking and working and also facilitates the accurate evaluation of external factors.Thus, analytical thinking skills are important for solving problems as well as finding solutions.Developing critical thinking requires integrating various elements such as observation, analysis, reasoning, judgment, decision-making, and persuasion.The more a person improves these skills, the better their ability to deal with problems (Saputra, 2020).
The importance of emphasizing critical thinking skills in students is supported by views related to mathematics education with two directions of development, which can meet current and future needs.The perspective needed today is mathematics learning which leads to an understanding of the various mathematical concepts needed in solving a mathematical problem and thinking logically, systematically, and carefully (Sumarmo, 2002).This is very necessary for humans in their daily lives and also to face the future (Kharisma, 2018).The term "mathematical thinking" according to (Sumarmo, 2010) can be our approach to mathematical problems or the techniques used to solve challenging mathematical problems.
Based on this understanding, mathematical ability can also mean critical thinking ability.
Mathematical thinking can be classified into two levels, in terms of the depth and complexity of mathematical activities: low-level (low-level mathematical thinking) and high-level (highlevel mathematical thinking).
One of the math materials that encourage students to think critically is fractions worth.
Fractions Worth is an elementary school material in odd semesters that is taught to grade IV students.Fractions worth is one of the teaching materials of elementary school mathematics.
Fractions worth are fractions that are written in different formats but have the same value (Oktavia, 2021).Fractions worth have a unique shape and fractions worth are fractions that have the same value if the numerator and denominator are multiplied or divided by the same number, except zero.Examples of equivalent fractions such as 2/3 and 6/9 can be simplified by multiplying or dividing the numerator and denominator by the same number, except zero.
For example, if the numerator and denominator of the first fraction are multiplied by 3, the result becomes the second fraction.Conversely, if the numerator and denominator of the second fraction are divided by 3, the result is the first fraction.
This study reviewed the results of mathematical critical thinking based on gender differences.According to (Gani, 2019), Gender is a cultural concept that refers to the characteristics that distinguish women and men biologically and behaviorally, mentally, and socio-culturally.Although there are differences between men and women, their roles in society may be based on certain boundaries such as equality, justice, and tolerance.In this context, it is important to understand and respect gender differences and develop good and inclusive communication between men and women.affect gender differences to realize gender equality in society, (Gani, 2019) states that gender equality is a state in which women and men enjoy equal status, conditions, positions, and all rights.Rights and development possibilities in all aspects of family life, state, and nation.
In the research that the researchers conducted, it will be investigated whether gender differences affect the results of the analysis of mathematical critical thinking skills of grade IV elementary school students on the material of fractions worth.
In this preliminary study, several studies are relevant to the research case to be studied, namely research (Hikmah & Kartika, 2022) found that the results of research on analytical thinking skills of seventh-grade junior high school students showed that most of the results of students' critical thinking skills were at a low percentage of 54%, and it was shown that up to 26% of students had medium critical thinking skills, and 20% of students had high critical thinking skills.If high school students do not understand the concept of fractions, then they need to delve deeper into fraction material, one of the primary school subjects.This is supported by research (Wibowo, 2015) that the background of the problem in his research is that students tend to be passive when learning math.After all, it is a process of memorizing concepts and procedures and not applying them to complex problems that require lower levels of mathematical critical thinking and higher levels of understanding and logical reasoning.The results of data processing using the t-test obtained posttest results in the experimental class and posttest in the control class, obtained a t-count of 2.163 and a significance of 0.036.From the results of this analysis, it can be concluded that if <0.05 then Ho is rejected because there is a difference in the average value between students who are given problem-based learning and those taught with traditional learning models.Judging from the average of the two classes, the experimental class average is 72.01 points, while the control class average is only 59.35 points.It can be concluded that there is a difference in the critical thinking skills of students who use the question.The analytical thinking skills of grade IV students need to be studied further.According to research (Dena Arimby Hariananda & Zainuddin, 2022) concluded that female students have a more critical attitude in problemsolving than male students.Based on these findings, shows that educators must prioritize students' mathematical critical thinking skills when facing a problem.
In this preliminary study, researchers found evidence that encourages mathematical critical thinking in fourth-grade students of SD Negeri 1 Gatak is still lacking.The following are the answers of some students who are evidence.

Analysis Of Mathematic Critical Thinking Abilities Of 4th Class Primary School Students On Fraction
Aulia, Sutarni countries worldwide, and finally ranked 36 th out of 49 countries in TIMSS 2007.Although math is claimed to the TIMSS is an international study that measures the math and science skills of fourth and eighth graders, the reality shows that the critical thinking skills of Indonesian students are always at the bottom of the rankings.TIMSS is an international study that measures the math and science skills of children in grades IV and VIII.One of the goals of TIMSS is to measure the impact of a new curriculum or to encourage countries to reform their curriculum, particularly in science and math.This is reinforced by the summary of the results of recorded interviews with several research subjects as follows.
Researcher*: "From the problems that I have given you earlier, which problems do you think are difficult?and why can it be difficult for you" Subject*: "Question number 3, you don't understand the question." Researcher*: "Okay, if the fraction worth material itself has been explained by the teacher?Subject*: "Already sis" Researcher*: "For examples of fractions worth material from the teacher, has he ever given you a problem that is similar or almost the same as the one you gave you?" Subject*: "No sis, it's just a simple problem" Researcher*: "Oh so, if you solve problems with known answers, ask, and answer what the teacher has taught?"Subject*: "It has never been explained to me" From the results of these interviews, the subjects were given logical questions based on what they knew and did not understand, and how to solve these questions by providing critical and mathematical answers to these questions.This will support researchers in conducting further research related to mathematical analytic thinking skills in grade IV students.
Based on this explanation, this study aims to determine the mathematical critical thinking ability of fourth-grade students using the topic of equivalent fractions related to gender differences.

METHODS
This section, explains the type of research, research subjects and objects, data and research data sources, research instruments, and data analysis techniques.

Type of Research
This research is descriptive qualitative which aims to explain and analyze social events and activities.According to Anslem Strauss (Strauss & Corbin, 2003), qualitative research is a type of research whose results are not determined using the calculation method.According to Juliet Corbin (Strauss & Corbin, 2003), in qualitative research, researchers develop theories based on empirical data when leaving field data problematic or leaving it open to interpretation, it is important to use qualitative research methods to collect and analyze data inductively.Data analysis is a type of inductive analysis, where the emphasis is on the quality and results of data analysis, and the expansion of the research subject takes precedence over the substance (Strauss & Corbin, 2003).
This qualitative research is based on the post-positivist method which is useful when studying the state of natural objects where the researcher is the main medium and the aim is to collect samples from data sources.The research method is triangulation (combination).
Researchers conduct qualitative research to obtain data aimed at understanding, looking for the meaning of the analysis of mathematical critical thinking skills of grade IV elementary school students in the material of fractions worth related to gender differences, after obtaining the truth, both empirically, logically, and theoretically, then the conclusions of data analysis are made expressed in narrative or descriptive language.

Subjects and Objects of Research
The object of this research is the mathematical critical thinking ability of grade IV elementary school students on the material of fractions worth in terms of gender differences.
The subject of this research is the population/sample of students or grade IV students at SD Negeri 1 Gatak which is located at Grogol Gatak Delanggu, Gatak, Kec.Delanggu, Klaten Regency, Central Java 57471.

Data and Data Sources
Prima: Jurnal Pendidikan Matematika ◼ 309

Analysis Of Mathematic Critical Thinking Abilities Of 4th Class Primary School Students On Fraction Aulia, Sutarni
This survey data is qualitative.According to Juliet Corbin (Strauss & Corbin, 2003), qualitative research is inductive data collection and analysis, where the researcher allows questions to emerge from the field data and leaves room for interpretation.This research uses the field method (field research).That is, it is carried out by researching objects to obtain accurate and reliable data regarding the internalization activities of integrity and responsibility character values (Fathoni, 2016).
Researchers use primary data sources as data sources.Primary data is a data source that is obtained directly without intermediaries.According to (Prof.DR. Sugiyono, 2013), primary data is data obtained directly from the source.The data sources in this study were obtained based on the results of data analysis conducted on SD Negeri 1 Gatak students or grade IV students.This data source is obtained from observations and results of interviews between researchers and research subjects, from these results it can later be categorized based on mathematical critical thinking skills on fractions worth material in terms of gender differences in class IV SD Negeri 1 Gatak.

Research Instruments
The instruments in this study consisted of researchers, questions, audiovisual recording devices, notes, and interview guidelines.The research instruments were tested by experienced validators, especially in the field of mathematics education.Some aspects verified in a research instrument are the suitability of the instrument with the research objectives, questions that follow the research indicators, and the use of language in the instrument.
Here, students' mathematical critical thinking skills are tested when answering questions about fractions worth.Students are encouraged to answer problems with clear and coherent steps almost the same as Polya's steps.The stages in solving the problem in question are known, asked, answer, and conclusion.Indicators of mathematical critical thinking skills are as follows.In this study, the method of collecting data by providing a written test with four description questions based on the parameters of mathematical critical thinking ability.The data obtained were processed and calculated to obtain the final score.The subject's final score was then divided into three categories as follows.Then unstructured interview guidelines to assist researchers in analyzing the results of students' answers to questions.The interview aims as additional information to be more indepth about students' understanding and reactions to the questions tested.

Data Analysis Technique
The data in this section consisted of subjects' written responses, research notes, and recordings of unstructured interviews.The data analysis method uses an interactive model that consists of data collection, data reduction, data presentation, inference, and verification (Prof.DR. Sugiyono, 2013).Data collection was carried out through researchers asking questions related to equivalent fractionation material and examining written responses from research participants.The collected data will be processed based on the research indicators based on the following table.

Analyzing
Identify mathematical questions appropriately and describe their explanations to facilitate problem-solving in the evaluation stage.

Evaluate
Use the correct strategy when solving the problem and perform calculations correctly, completely, and accurately.

Inferencing
Identify and obtain answers that are used as appropriate and correct conclusions Conclusion: So, … At the data reduction stage, identifying and categorizing the suitability of the subject's written test responses including these indicators was carried out.Data presentation was then carried out by grouping gender differences according to the agreement of the subject's written test responses with indicators of mathematical critical thinking ability and placement.
Before going to the next stage, researchers triangulated data collection techniques, namely looking at the data collected from observations, subject written tests, and unstructured interviews.Furthermore, the conclusion was drawn by summarizing the results of data analysis related to mathematical critical thinking ability related to gender differences on the topic of fractions worth in grade IV elementary school students.

RESULTS AND DISCUSSION
In this section, a description of the research results and their discussion will be described.

Research Results
This research was conducted on fourth-grade students of SD Negeri 1 Gatak which is located at Grogol Gatak Delanggu, Gatak, Kec.Delanggu, Klaten Regency, Central Java 57471.
The research subjects in this study were class IVB with a total of 19 students.The research was conducted by giving the research subjects a written test with four description answer questions based on mathematical critical thinking indicators.After the subject's test answers are collected, the subject's written test answer data will be processed and calculated with a total The total score/final score of each subject will later be grouped based on the low, medium, or high category.

Subjects with High Mathematical Critical Thinking Ability Category
In  the sequential steps to solve the problem at a later stage.Then at the stage of evaluating the problem, the subject has also managed to solve the problem correctly.In the last stage, namely inferring the problem, the subject seems to be able to conclude the solution with clear and creative language using his own words.However, the results of solving the problem are still not entirely correct.Finally, at the stage of inferring the problem, the subject has not been able to conclude the answer to the problem with a clear step.Correct and precise subjects with this low ability

Discussion
The following table shows the mathematical critical thinking ability of fourth-grade students of SD Negeri 1 Gatak after being processed and calculating the total score or final score.Based on the percentage results of Table 4 above, the data shows that women have higher critical thinking skills compared to men.From the table, we know that the ability to think critically in the high category of men obtained the results of 0% and women 10.52%.
Then in the medium category, men get 5.26% and women 26.31%, while in the low category, men get 52.63% and women get 5.26%.Gender differences in this study affect a lot in the processing of research results.This is also supported by research (Dena Arimby Hariananda & Zainuddin, 2022) which concluded that female students are more critical in dealing with problems than male students.Differences in the way men and women think are caused by various external and internal factors.The male brain is associated with the ability to think consistently and fundamentally in science while the female brain is dominant in some points of view.This research is useful for critical thinking skills in student activities.These skills are closely related to the process and its indicators and the ability is one of the characteristics that can be used to identify critical thinking indicators.These skills can help in assessing something more accurately.Therefore, the ability to think critically is very important to solve problems and find solutions (Saputra, 2020).

Figure 1 .
Figure 1.Examples of Written Test Answers of Research Subjects

Figure
Figure 2. Research Instrument (Question grid)

Figure 4 .
Figure 4. Written Test Answers of Highly Categorized Subjects

Figure 5 .
Figure 5. Written Test Answers of Low-Category Subjects

TABLE 3 . Relationship between Mathematical Critical Thinking Ability Indicators and Subject Answers
this high mathematical critical thinking ability category, subjects with complete test answers start from interpreting the problem, namely writing and explaining what is known in the problem, analyzing the problem, namely being able to identify what is asked and understand the problem to develop strategies at the evaluation stage, then evaluating the problem.That is by working on the problem with the right solution steps and inferring the problem by concluding the answer correctly.

TABLE 4 . Subject Test Score Results Category of Mathematical Critical Thinking Ability
Analysis Of Mathematic Critical Thinking Abilities Of 4th Class Primary School Students On FractionAulia, Sutarni and favor of God I can compile and complete the article with the title Analysis of Mathematical Critical Thinking Ability of Grade IV Elementary Students on Valued Fraction Material in terms of Gender Differences.And secondly, do not forget the support, motivation, and prayers from all parties I thank you for helping me to complete this article well.