Mathematical connections are the link between mathematical topics and mathematics, with other disciplines and to the real world or in daily life. The purpose of this study was to describe the mathematical connection ability of junior high school children who have impulsive and reflective cognitive styles. To achieve that objective, comparative research is done both qualitatively and quantitatively between reflective and impulsive students. The research subjects were students of SMP Negeri 1 Palang who had impulsive and reflective cognitive styles. To measure impulsive and reflective cognitive styles the MFFT (Matching Familiar Figures Test) instrument is used. The mathematical connection instrument is a mathematical connection test while exploring the mathematical connection skills used by task-based interviews. Based on the results of the qualitative analysis, it was concluded that reflective students can recognize and use the relationship between ideas in mathematics better than impulsive students. Reflective students are also able to show quite well how mathematical ideas are interconnected and build on each other to produce a coherent whole, but impulsive students are less able. On indicators of recognizing and applying mathematics in contexts outside mathematics, both reflective and impulsive children have the same difficulty. The results of the statistical analysis of the mathematical connection score, there were no significant differences between reflective and impulsive students.
This study aims to describe the scaffolding process based on the diagnostic difficulties of students in proving group problems using mathematics mapping. To achieve that goal, an exploratory qualitative study was conducted, with the subject of research being Mathematics Education Students at Universitas PRGI Ronggolawe Tuban. The scaffolding process refers to the level of scaffolding developed by [19], namely explaining, reviewing and restructuring, and developing conceptual thinking. The diagnostic difficulties in proving group problems are reviewed based on the first step of the proof, the path of proof, related concepts, arguments, key expressions, and proof languages. Based on the results of the analysis, it can be concluded that: 1) Difficulties found in the initial stages of proof, and the flow of proof, scaffolding provided is explaining, reviewing, and restructuring; 2) Difficulties in related concepts and proof arguments, the scaffolding provided is explaining, reviewing, restructuring, developing conceptual thinking, and making connections; 3) Difficulties in key expressions, the scaffolding provided is reviewing, restructuring; 4) Difficulties in the language of proof, the scaffolding can be given by using a review.
The purpose of this research is to develop mathematical learning models that accommodate the cognitive styles reflective vs. impulsive students to build problem-solving skills, quality (valid, practical, and effective). To achieve the target would do research development (development research) and method development that consists of five stages, namely (1) the initial assessment phase, (2) design phase, (3) the stage of realization/construction, (4) stage of the test, evaluation and revision, and (5) the stage of implementation. To assess the quality of math learning model that accommodates cognitive styles reflective of the impulsive vs, used criteria valid, practical and effective. For testing the quality of models, conducted trials in SMP country 5 Tuban. Based on the research results obtained mathematical learning models that accommodate the cognitive style consists of 6 phases. The term phase can be interpreted as measures of learning activities. Phase of this model are: (1) introduction, (2) the representation of mathematical concepts through realistic problems, (3) organizing the students in groups based on cognitive style reflective impulsive vs. (4) discussion of problem solving and presentation, (5) a problem-solving exercise (Evaluation), (6) cover.
This research aims to compare critical thinking skills between students who have different cognitive styles namely reflective and impulsive. The research design used was a Pre-Experiment One-Shot Case Study, where a group of students was given project-based learning treatment in plant development subjects, this study did not use a group of control. The student’s cognitive style was measured using the MFFT (Matching Familiar Figure Test) instrument that is carried out before the project-based learning is implemented. Furthermore, students’ critical thinking skills are measured by using a critical thinking skills test conducted at the end of the project-based learning process. The test resulted in students’ critical thinking skills between those who have reflective cognitive styles and those who are impulsive. The data analysis results showed that there were differences in critical thinking ability between students who have reflective cognitive styles and those who were impulsive. Students’ reflective abilities in terms of critical thinking are better than impulsive. Information about differences in the ability of reflective and impulsive students to think critically is important for educators as a consideration in choosing a suitable learning model.
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