MATHEMATIC THINKING PROFILE OF STUDENTS WITH HIGH LEARNING MOTIVATION

This study aimed to know about high learning motivation students' in mathematical critical thinking skills. This study used a qualitative method and data collection techniques consisted of written tests and interviews. This study used triangulation techniques that compared data of test and interview data. The qualitative data analysis techniques were data collection, data presentation, and drawing conclusions. The results showed that subject critical thinking skills with high motivation are able to understand the problems in the problem and can use the information obtained appropriately to complete each step in the problem. These conditions, students can also explain what was done in the process and can get conclusions, do not forget the review that students do will help solve the problem.


INTRODUCTION
Mathematics is commonly known as The Queen of Science or the queen of knowledge which forms the basis of other sciences. Most of science is used to solve problems in life, cannot be separated from mathematics (Siagian, 2017). Mathematics is widely used in the wider community in everyday life. In general, mathematics is used in trade transactions, carpentry, and others. Apart from being flexible and dynamic, mathematics can always keep pace with the times. In its application, mathematics teaches students to think and systematically according to the level of the educational unit needed to solve everyday problems. The unit-level education teaches mathematics in a number of subjects. The higher the level of the educational unit undertaken, the more difficult the difficulty level. However, according to the perceptions of many students, mathematics lessons are considered difficult, uninteresting, and boring (Intisari, 2017).
Students are expected to be able to study mathematics according to their level of education.
Persistence in studying and mastering mathematics is very necessary. Because in studying mathematics 33 p-ISSN 2089-8878;e-ISSN 2089-8878 Vol. 11, No. 1, June 2021 one must be able to understand the concepts in the material so that it can be studied properly. Students begin to think critically during learning activities and do practice questions (Prastowo, 2014). Peter (2012) states that students as users of information are not recipients of information but instead apply critical thinking skills. Critical thinking takes training, practice, and patience. However, by encouraging students to think, students' critical thinking skills can improve.
According to Jonhson (2014), critical thinking is a stage that makes students review evidence, opinions, logic, and results that underlie other people's statements. In its completion, critical thinking requires several processes to achieve these results. Meanwhile, Fischer (2011) states that critical thinking is the ability to interpret, analyze, evaluate ideas and arguments. In fact, some students are used to critical thinking. According to Maričića and Špijunovićb (2014), when basic education has been applied how to think critically about problems, then during the next education level, students begin to think critically about solving problems. Critical thinking is not just talking about problem-solving but also by providing the ability to collect data.
Students can think critically when asking questions, answering questions, and gathering information efficiently and creatively. Critical thinking is a form of arriving at the right knowledge according to the curriculum. In general, critical thinking is analyzing specific ideas. Critical thinking itself is part of mathematics education. Firdaus, et al (2015) explained that critical thinking is needed so that students are able to succeed in the future. The reason is that critical thinking must be applied and developed in the curriculum and teaching and learning process to produce quality students. Thus, developing students' critical thinking in all subjects is very necessary, especially mathematics. Learning mathematics does not teach math content but also develops students' critical thinking skills which are needed to solve various problems at school or in social life. Balecina and Ocampo Jr (2018) found that the use of critical thinking situations is better in problem-solving. This provides motivation and a mechanism for students to measure their abilities.
Situations that require students to demonstrate their declarative knowledge and procedural knowledge of critical thinking. In addition, these problem situations develop students' abilities when they analyze problems.
Mathematics lessons are taught in several materials. One of them is the material of quadrilateral and triangle, which is taught in class VII. The material of rectangles and triangles are difficult to understand because they do not only learn about calculating area and perimeter but also must master the concept of rectangles (Dewi, et al, 2016). There are many difficulties experienced by students when working on these questions, questions that lead students to analyze critically. When solving these questions, it appears how much critical thinking ability is in solving these problems.
Interview by one mathematics teacher at MTs in Boyolali, students' critical thinking skills were lacking. Many students had difficulty understanding elusive concepts and the process of calculating the Riawan, N, Mathematic Thinking Profile … 34 JMME page 32-40 area and perimeter of a flat shape. Most of these students gave up and stopped working on the questions given instead of continuing or just waiting for other students' answers. This is, of course, an obstacle in teaching and learning activities.
According to Mazmumah (2015), one thing that affects students' critical thinking skills is influenced by teacher-centered learning. The low critical thinking skills of students are caused by various factors, one of which is student motivation. Mulyasa (2014) states that students are able to learn well if several factors in learning activities are fulfilled.
The results of the interviews by the teacher indicated that the motivation of grade VII students at MTs N in Boyolali was still low. There needs to be additional motivation to boost so that students are able to think critically in teaching and learning activities. In fact, in student learning is more influenced by motivation. Research conducted by Güss, et al. (2017) to solve problems requires a process that can motivate. According to Mc. Donald (2014) states that motivation contains three important elements, namely: 1) motivation allows energy changes to occur in individuals; 2) motivation is characterized by the emergence of a person's feelings or feelings and affections; and 3) motivation is stimulated because of the purpose. So motivation is a very important element in the learning process that can increase the meaning of the learning process itself. In the 2013 curriculum, learning activities are not carried out as a transfer of knowledge (transfer of knowledge) from teachers to students, but also as motivation in teaching and learning activities.
The indicators of critical thinking in this study according to Ennis (2011)  Students can use all the information contained in the questions given Overview Students are expected to be able to research and re-examine the entirety from start to finish According to Nashar (2014), to improve learning outcomes, it is necessary to have learning motivation that students must-have in every learning activity. So those students are able to understand and practice it for social life. The purpose of this study was to describe students' mathematical critical thinking skills in solving math story problems with high learning motivation.

RESULTS AND DISCUSSION
The test questions given consisted of 2 questions which were designed to think critically and mathematically by grade VII students on geometry material. The items on the critical thinking test can be seen in Figure 1 below Based on the results of the student learning motivation questionnaire, 1 student with high learning motivation was selected, students with high learning motivation had excellent critical thinking skills.
The results of students' critical thinking skills with high motivation are shown in Table 2 p-ISSN 2089-8878;e-ISSN 2089-8878 Vol. 11, No. 1, June 2021 Subject T fulfills the focus indicator based on the interview excerpt and the test results on question number 1. Subject T in the results that are done can find out what is used to solve the problem, in the interview Subject T can answer what is being asked in the question. In question number 2 Subject T fulfills the focus indicator. Subject T read the questions fluently. Subject T can know what is known and asked in the question. The subject can identify the problem well and also understand the problem. This is in line with Rifqiyana (2015) that students with high motivation can identify problems correctly and completely

Inference
Subject T fulfils the inference indicator, because Subject T can write down the final conclusion of the question. When conducting interviews with researchers, Subject T can answer the conclusions of the answers and according to what was asked in the questions. The following is an excerpt from the researcher interview with the subject T P : Bagaimana kesimpulan akhir dari hasil jawaban nomor 1 yang sudah kamu selesaikan? Riawan, N, Mathematic  For Subject T in questions 1 and 2 it can fulfill the conclusion indicator. Subjects can provide conclusions on these problems. This is in accordance with Rifqiyana (2015)  Subject T in questions 1 and 2 can fulfill the clarity indicator. This does not agree with Azizah (2018), there are several factors that lack accuracy in working, even though they are able to plan strategies but do not understand the problem.

Situation
In the situation indicator, Subject T can get the information used to solve questions number 1 and number 2. The information obtained in the questions can help the subject to better understand the problems in the questions. so that the subject can solve the problem. T has used all the information in the questions used to solve these questions.

Overview
In the review indicator Subject T can fulfill these indicators. Subject T checks the results of the work that has been done in the written answers.

CONCLUSSION
From the results of this study it can be concluded that in MTs Negeri 6 Boyolali, especially class VII E, there is a difference between low, medium, and high learning motivation students in solving math story problems. The critical thinking skills that are lacking in highly motivated students are indicators of focus, reason, conclusion, clarity, situation, and review. This can help students in solving these problems. Students' accuracy in reading the questions so as to make students interpret the questions. In carrying out the process of solving problems students are also not in a hurry which can make some questions overlooked. Students really need to understand and pay close attention when carrying out the process of solving problems to get the results obtained. Accuracy is required in making sample questions, and during the process of solving problems students must be thorough and precise.