This study aims to determine whether there was differences effect in improving student’s critical thinking skills (1) between students who get Problem-based Learning, Mathematical Problem Posing, and conventional learning, and (2) based on gender differences. This study used a quantitative method with the pre-test-posttest two treatment design. Data were collected using instruments: test, documentation, and observation. Data was taken from 124 undergraduate students from the mathematics education study program at Universitas Negeri Semarang, Indonesia. Data analysis was done by using the normalized gain and the MannWhitney test. The results showed that in improving student’s critical thinking skills (1) Problem-based Learning and Mathematical Problem Posing provide better effect than conventional learning, (2) there was no significant difference in effect between Problem-based Learning and Mathematical Problem Posing, and (3) there was no significant difference in effect based on gender differences.

中文翻译：

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问题式学习和数学问题对提高学生批判性思维能力的影响

本研究旨在确定以问题为基础的学习、数学问题提出和常规学习的学生在提高学生批判性思维技能方面是否存在差异效应（1），以及（2）基于性别差异的学生。本研究采用定量方法和前测后测两种处理设计。使用仪器收集数据：测试、文档和观察。数据来自印度尼西亚三宝垄大学数学教育学习项目的 124 名本科生。通过使用归一化增益和 MannWhitney 检验进行数据分析。结果表明，在提高学生的批判性思维能力方面（1）基于问题的学习和数学问题提出比常规学习提供更好的效果，