Impact of the Auditory, Intellectually, and Repetition (AIR) Learning Model on Students’ Mathematical Critical Thinking

Indah Natalia Harefa 1 Indonesia , Yakin Niat Telaumbanua 1 Indonesia , Ratna Natalia Mendrofa 1 Indonesia , Netti Kariani Mendrofa 1 Indonesia
1 Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Nias
Link Copied!
Published 2026-01-26
Vol. 6 No. 1 (2026) PAGES 72 - 83
DOI 10.51574/kognitif.v6i1.3818
Views / Downloads 181 199

Critical thinking is an essential skill in 21st-century mathematics education; however, Indonesian students still demonstrate low achievement in this domain. Preliminary observations at SMP Negeri 8 Gunungsitoli revealed that students’ mathematical critical thinking skills were not yet optimal, partly due to the predominance of conventional instructional approaches. This study examined the effect of the Auditory, Intellectually, and Repetition (AIR) learning model on students’ mathematical critical thinking skills. A quasi-experimental method with a nonequivalent control group design was employed, involving 60 seventh-grade students divided into an experimental group (n = 30) and a control group (n = 30). The research instrument was an essay-based mathematical critical thinking test consisting of three items, which demonstrated logical and empirical validity and satisfactory reliability. The results indicated that both groups had relatively comparable low baseline performance. After the intervention, the experimental group achieved a mean score of 71.80 (high category), whereas the control group reached only 39.80 (low category). An independent-samples t-test showed that t = 10.683 exceeded ttable = 1.672 (p < 0.05), with a very large effect size (Cohen’s d = 2.76). Simple linear regression analysis indicated that the AIR model accounted for 88.6% of the variance in students’ mathematical critical thinking skills (R² = 0.886). These findings confirm that the AIR learning model effectively enhances mathematical critical thinking by engaging students in listening activities, reflective intellectual processing, and repeated practice. This study contributes theoretically to the development of higher-order thinking-oriented mathematics instruction and offers practical implications for teachers and policymakers in promoting interactive, student-centered learning models.

Harefa, I. N., Telaumbanua, Y. N., Mendrofa, R. N., & Mendrofa, N. K. (2026). Impact of the Auditory, Intellectually, and Repetition (AIR) Learning Model on Students’ Mathematical Critical Thinking. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 6(1), 72–83. https://doi.org/10.51574/kognitif.v6i1.3818
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Badawi, J. A., Pertiwi, R. P., & Dewi, S. E. K. (2022). Pengaruh Penggunaan Model Pembelajaran Air ( Auditory , Intellectualy , Repetition ) Terhadap Hasil Belajar Matematika Pada Siswa Kelas IV SDN Nusa Tenggara. Jurnal Riset Madrasah Ibtidaiyah (JURMIA), 2(2).
  2. Farida, A., Harisuna, N. R., & Nurida, S. (2019). Modifikasi model pembelajaran auditory intelectualy repetition dengan strategi pembelajaran tugas dan paksa. Prosiding Seminar Nasional Pendidikan KALUNI, 2. https://doi.org/10.30998/prokaluni.v2i0.101
  3. Gultom, L. N., & Zuardi, Z. (2025). Peningkatan Hasil Belajar Peserta Didik pada Pembelajaran IPAS dengan Menggunakan Model Cooperative Learning Tipe Auditory Intellectually Repetition (AIR) di Kelas IV SDN 03 Geragahan Kabupaten Agam. TSAQOFAH, 5(4). https://doi.org/10.58578/tsaqofah.v5i4.6199
  4. Habibi, H., & Suparman, S. (2020). Literasi Matematika dalam Menyambut PISA 2021 Berdasarkan Kecakapan Abad 21. JKPM (Jurnal Kajian Pendidikan Matematika), 6(1), 57. https://doi.org/10.30998/jkpm.v6i1.8177
  5. Hartmann, L. M., Schukajlow, S., Niss, M., & Jankvist, U. T. (2024). Preservice teachers’ metacognitive process variables in modeling-related problem posing. Journal of Mathematical Behavior, 76(September), 101195. https://doi.org/10.1016/j.jmathb.2024.101195
  6. Hobri, Sahnawi, Susanto, & Ridlo, Z. R. (2021). The impact of implementing auditory intellectually repetition (air) learning model based on learning community for students’ creative thinking skills. Journal of Physics: Conference Series, 1832(1). https://doi.org/10.1088/1742-6596/1832/1/012035
  7. Huda, S., Munifah, Syazali, M., Rahayu, S. S., & Umam, R. (2020). The effectiveness of two stay two stray, somatic, auditory, visualization, intellectually, and auditory learning to improving numerical ability. Humanities & Social Sciences Reviews, 8(4). https://doi.org/10.18510/hssr.2020.8442
  8. Jami Ahmad Badawi, Ratih Purnama Pertiwi, & Sri Enggar Kencana Dewi. (2022). Pengaruh Penggunaan Model Pembelajaran Air (Auditory, Intellectualy, Repetition) Terhadap Hasil Belajar Mata Pelajaran Matematika Pada Siswa Kelas IV SDN Nusa Tenggara. Jurnal Riset Madrasah Ibtidaiyah (JURMIA), 2(2). https://doi.org/10.32665/jurmia.v2i2.322
  9. Kartika, H. I., H, H., & Selegi, S. F. (2023). The impact of the auditory, intellectually, repetition (Air) model on social studies learning outcomes. Indonesian Journal of Primary Education, 7(1). https://doi.org/10.17509/ijpe.v7i1.37002
  10. Kuntze, S., Aizikovitsh-Udi, E., & Clarke, D. (2017). Hybrid task design: connecting learning opportunities related to critical thinking and statistical thinking. ZDM - Mathematics Education, 49(6), 923–935. https://doi.org/10.1007/s11858-017-0874-4
  11. Lehmann, T. H. (2023). Using algorithmic thinking to design algorithms: The case of critical path analysis. Journal of Mathematical Behavior, 71(August 2022), 101079. https://doi.org/10.1016/j.jmathb.2023.101079
  12. Lestari, F. P., Ahmadi, F., & Rochmad, R. (2021). The implementation of mathematics comic through contextual teaching and learning to improve critical thinking ability and character. European Journal of Educational Research, 10(1). https://doi.org/10.12973/EU-JER.10.1.497
  13. Ødegaard, R. P., Arnesen, K. K., & Langfeldt, M. B. (2024). Tools to support learning to plan discussions that promote students’ mathematical reasoning. Journal of Mathematics Teacher Education, (1). https://doi.org/10.1007/s10857-024-09668-w
  14. OECD. (2018). Programme for International Students Assesment (PISA) Result From PISA 2018.
  15. Rambe, A. H., & Aisyah, S. (2023). Correlation of auditory, intellectually, repetition (air) learning models on student achievement. Molang: Journal Of Islamic Education, 1(01). https://doi.org/10.32806/c6evca15
  16. Riyayani, L. (2021). Peningkatan Prestasi Belajar Materi Pemahaman Ide Pokok Dalam Teks Melalui Penerapan Model Pembelajaran Auditory, Intellectually and Repetition (AIR). Journal on Education, 3(01). https://doi.org/10.31004/joe.v3i01.355
  17. Safrudiannur, & Rott, B. (2019). The different mathematics performances in PISA 2012 and a curricula comparison: enriching the comparison by an analysis of the role of problem solving in intended learning processes. Mathematics Education Research Journal, 31(2), 175–195. https://doi.org/10.1007/s13394-018-0248-4
  18. Salay, R. (2019). Perbedaan Motivasi Belajar Siswa yang Mendapatkan Teacher Centered Learning (TCL) Dengan Student Centered Learning (SCL). Education, 1(1), 1–12.
  19. Sormunen, K., Juuti, K., & Lavonen, J. (2020). Maker-Centered Project-Based Learning in Inclusive Classes: Supporting Students’ Active Participation with Teacher-Directed Reflective Discussions. International Journal of Science and Mathematics Education, 18(4), 691–712. https://doi.org/10.1007/s10763-019-09998-9
  20. Stockero, S. L., Leatham, K. R., Ochieng, M. A., Van Zoest, L. R., & Peterson, B. E. (2020). Teachers’ orientations toward using student mathematical thinking as a resource during whole-class discussion. In Journal of Mathematics Teacher Education (Vol. 23, Number 3). Springer Netherlands. https://doi.org/10.1007/s10857-018-09421-0
  21. Yasin, M., Jauhariyah, D., Madiyo, M., Rahmawati, R., Farid, F., Irwandani, I., & Mardana, F. F. (2019). The guided inquiry to improve students mathematical critical thinking skills using student’s worksheet. Journal for the Education of Gifted Young Scientists, 7(4), 1345–1360. https://doi.org/10.17478/jegys.598422
  22. Zanden, P. J. A. C. Van Der, Denessen, E., Cillessen, A. H. N., Meijer, P. C., Zanden, P. J. A. C. Van Der, Denessen, E., & Cillessen, A. H. N. (2020). Fostering critical thinking skills in secondary education to prepare students for university : teacher perceptions and practices. Research in Post-Compulsory Education, 25(4), 394–419. https://doi.org/10.1080/13596748.2020.1846313
  23. Zulkardi, Meryansumayeka, Putri, R. I. I., Alwi, Z., Nusantara, D. S., Ambarita, S. M., Maharani, Y., & Puspitasari, L. (2020). How students work with pisa-like mathematical tasks using covid-19 context. Journal on Mathematics Education, 11(3), 405–416. https://doi.org/10.22342/jme.11.3.12915.405-416

Copyright (c) 2026 Indah Natalia Harefa, Yakin Niat Telaumbanua, Ratna Natalia Mendrofa, Netti Kariani Mendrofa

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Education and Talent Development Center of Indonesia (ETDC Indonesia)
e-mail: kognitif@etdc.org, website : https://etdc-indonesia.com

Creative Commons License
Kognitif: Jurnal Riset HOTS Pendidikan Matematika dengan Situs: https://etdci.org/journal/kognitif  berlisensi  Creative Commons Attribution-ShareAlike 4.0 International License

p-ISSN 2776-9984, e-ISSN 2776-9704 

Most read articles by the same author(s)

1 2 > >> 
Dimensions Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Original Research Articles
Keywords
Auditory, Intellectually, and Repetition (AIR) Mathematical Critical Thinking Mathematics Learning 21st-century skills Quasi-Experimental Design Instructional Innovation