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Findings show teachers require support through appropriate models, strategies, and approaches, alignment with subject matter, and knowledge of thinking-indicator skills. Reported obstacles include limited foundational mathematics understanding, low interest and motivation, as well as inadequate planning and time allocation; school efforts focus on motivational support, facilities, and permissions to attend relevant training.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the aim of this study?","Question",{"text":63,"@type":64},"To determine teachers’ perceptions in applying critical thinking skills in mathematics learning for middle and senior high school students.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the data collected and analyzed?",{"text":68,"@type":64},"Interviews were conducted with twenty-one mathematics teachers, and data were analyzed using an interactive model based on Miles and Huberman (collection, reduction, presentation, and verification).",{"name":70,"@type":61,"acceptedAnswer":71},"What obstacles do teachers face in applying students’ critical thinking skills?",{"text":72,"@type":64},"Teachers report lack of basic understanding of mathematics, insufficient interest and motivation, and limited planning and time allocation during preparation for 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[www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 1-16  \nTeachers' Perceptions in Applying Mathematics Critical Thinking Skills for Middle School Students: A Case of Phenomenology  \nM. Rais Ridwan  \nCorresponding author, Graduate School of Universitas Negeri Yogyakarta & Study Program of Mathematics Education, STKIP YPUP Makassar, Indonesia, [mrais.2019@student.uny.ac.id](mrais.2019@student.uny.ac.id)  \nHeri Retnawati  \nStudy Program of Research and Evaluation Education, Graduate School, Universitas Negeri Yogyakarta, Indonesia, [heri_retnawati@uny.ac.id](heri_retnawati@uny.ac.id)  \nSamsul Hadi  \nDepartment of Electrical Engineering Education, Universitas Negeri Yogyakarta, Indonesia, [samsul_hd@uny.ac.id](samsul_hd@uny.ac.id)  \nJailani  \nDepartment of Mathematics Education, Universitas Negeri Yogyakarta, Indonesia, [jailani@uny.ac.id](jailani@uny.ac.id)  \nCritical thinking skills are thinking processes with rational decision-making based on the principle of truth. This study aims to determine the teacher's perception in applying the necessary thinking skills of junior and senior high school students in learning mathematics. This research is qualitative research with a phenomenological type of research with an emphasis on individual subjects. Data were collected by conducting interviews with twenty-one mathematics teachers in the South Sulawesi Region. The data analysis technique uses an interactive analysis model based on Miles and Huberman, namely data collection, reduction, presentation, and verification. The study results indicate that teachers' perceptions of applying critical thinking skills in learning Mathematics need support from using models, strategies, or learning approaches, focusing on the subject matter, and knowledge about essential skills of thinking indicators. The teacher's obstacle in applying students' critical thinking skills is the lack of basic understanding of mathematics, interest, and motivation to learn mathematics. In addition, teachers lack planning and time allocation in preparation for learning. Then, efforts by the school to overcome teacher obstacles are to provide motivational support and facilities as well as permission to participate in training related to learning Mathematics.  \nKeywords: teacher perception, critical thinking skills, mathematics learning, phenomenology, middle school students  \nINTRODUCTION  \nMathematics learning focuses on understanding concepts in solving mathematical problems and also their application in other sciences. Various concepts need to be known by students in their completion procedures to produce answers to the questions given. Students are often faced with problems in learning activities, significantly solving mathematical problems by finding solutions carefully, regularly, and precisely. For this reason, solving these problems is needed, one of which is by applying the ability to think logically, analytically, systematically, critically, and creatively, as well as the ability to work proactively in learning.  \nCitation: Ridwan, M. R., Retnawati, H., Hadi, S., & Jailani. (2022) . Teachers' perceptions in applying mathematics critical thinking skills for middle school students: A case of phenomenology. Anatolian Journal of Education, 7(1), 1-  \n16. [https://doi.org/10.29333/aje.2022.711a](https://doi.org/10.29333/aje.2022.711a)  \n2 Teachers' Perceptions in Applying Mathematics Critical …  \nCritical thinking is an activity that focuses on decisions about what to believe or through reflective thinking and reasoning activities (Ennis & Weir, 1985) . Nelson (2013) also stated that critical thinking is a concept that involves cognitive skills and affective disposition and influences the way teachers convey ideas to students. Critical thinking skills are part of higher-order thinking skills (Trilling & Fadel, 2009 ; FitzPatrick & Schulz, 2015) with thinking activities such as analyzing, ","cbCaiokAfHytx55V","https://ap.wps.com/l/cbCaiokAfHytx55V","pdf",249176,16,"English","# Introduction\n# Critical Thinking in Mathematics Learning\n# Teacher Roles and Learning Context","[{\"question\":\"What is the aim of this study?\",\"answer\":\"To determine teachers’ perceptions in applying critical thinking skills in mathematics learning for middle and senior high school students.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Interviews were conducted with twenty-one mathematics teachers, and data were analyzed using an interactive model based on Miles and Huberman (collection, reduction, presentation, and verification).\"},{\"question\":\"What obstacles do teachers face in applying students’ critical thinking skills?\",\"answer\":\"Teachers report lack of basic understanding of mathematics, insufficient interest and motivation, and limited planning and time allocation during preparation for learning.\"}]","Teachers' Perceptions in Applying Mathematics Critical Thinking Skills for Middle School Students: A Case of Phenomenology | PDF",1792073316]