Junior high school students’ reflective thinking on fraction problem solving: In case of gender differences

Rasyid, M A; Budiarto, Mega Teguh; Lukito, Agung

doi:10.1088/1742-6596/947/1/012041

Cited by 11 publications

(9 citation statements)

References 7 publications

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“…An important aspect of reflective thinking is stimulating thinking in the problem-solving process (Rudd, 2007). This suggests that reflective thinking can be seen in the problem-solving process (Rasyid, Budiarto and Lukito, 2018). As a matter of fact, Dewey (1993) emphasized the relationship between reflective thinking and problem solving, expressing that the individual reflects on the cause-effect relationships through questioning in order to better understand a problem and to find a probing solution.…”

Section: Discussionmentioning

confidence: 99%

“…Yansıtıcı düşünmenin önemli bir yönü, problem çözme sürecinde düşünmeyi harekete geçirmektir (Rudd, 2007). Bu durum, yansıtıcı düşünmenin problem çözme sürecinde görülebileceğini göstermektedir (Rasyid, Budiarto ve Lukito, 2018). Nitekim Dewey (1993) bireyin bir problemi daha iyi anlamlandırmak ve probleme çözüm bulmak için neden-sonuç ilişkilerini sorgulama yoluyla yansıtma yaptığını ifade ederek yansıtıcı düşünme ve problem çözme arasındaki ilişkiye vurgu yapmıştır.…”

Section: çAlışma Grubuunclassified

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The Relationship between Secondary School Students' Reflective Thinking Tendencies towards Problem Solving and Perceptions of Problem Solving Skills

Kozikoğlu

Tunç²

2020

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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The aim of this research is to reveal the relationship between secondary school students' reflective thinking tendencies towards problem solving and perceptions of problem solving skills. The research was designed in correlational survey model and was conducted with 350 students in a secondary school affiliated to the Ministry of National Education in Van province. "Perceptions Scale of Problem Solving Skills for Secondary School Students" and "Reflective Thinking Skill Scale for Problem Solving" were used as data collection tools in this research. Descriptive statistics, t test, ANOVA, Pearson Product Moments Correlation Coefficient and stepwise regression analysis were used in data analysis. As a result of the research, it was found that secondary school students' perceptions of problem solving skills are at moderate level and their reflective thinking tendencies towards problem solving are at high level. While there is no significant difference in the secondary school students' perceptions of problem solving skills according to gender; it was concluded that female students' reflective thinking tendencies towards problem solving are higher than male students. It was determined that secondary school students' perceptions of problem solving skills and reflective thinking tendencies towards problem solving do not show significant difference according to the grade level. In addition, it was found that there is a moderate, positive and significant relationship between their perceptions of problem solving skills and reflective thinking tendencies towards problem solving, and their reflective thinking tendencies towards problem solving explained 28.9% of the variance in students' perceptions of problem solving skills.

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Section: Discussionmentioning

confidence: 99%

Section: çAlışma Grubuunclassified

The Relationship between Secondary School Students' Reflective Thinking Tendencies towards Problem Solving and Perceptions of Problem Solving Skills

Kozikoğlu

Tunç²

2020

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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“…Other methods to assess reflective thinking are reflective journals,[14] student interviews, and classroom observation. [15] These methods have a major disadvantage of needing longer time for data gathering and analysis.…”

Section: Discussionmentioning

confidence: 99%

Effect of reflective thinking on academic performance among undergraduate dental students

Loka

Doshi

Kulkarni

et al. 2019

J Edu Health Promot

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“…By having reflective thinking skills, students will be equipped with a higher thinking level as it triggers them to review what they have formerly done and transform their understanding based on new information and experiences. Reflective thinking constitutes a process students are to be equipped with to identify and solve problems by utilizing their background knowledge and experiences (Rasyid et al, 2018). It is initiated by confusion before eventually proceeding to an investigation stage to find out an alternative solution.…”

Section: Reflective Thinkingmentioning

confidence: 99%

Students’ reflective thinking based on their levels of emotional intelligence in mathematical problem-solving

Utomo

Junirestu

Khusna

2021

BetaJTM

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[English]: This qualitative research aims to analyze secondary students’ reflective thinking in solving mathematical problems based on their emotional intelligence (EI). It involved four secondary school students selected from twenty-nine students who were given the EI questionnaire. The research instrument was a test and an interview guideline. Data analysis was referred to as Polya's four problem-solving stages integrated with the indicators of reflective thinking. The findings reveal that students with a high level of emotional intelligence can fulfill the whole indicators of reflective thinking. In this case, the students can react to a given situation or problem by carefully understanding the available information, making comparisons between elements to formulate strategies, explaining in detail the steps to solve problems, and doing contemplation in checking step by step and correcting mistakes. Meanwhile, students with mid-levels of emotional intelligence are less reflective in making comparisons between elements to formulate strategies for problem-solving. [Bahasa]: Penelitian kualitatif ini bertujuan untuk menganalisis pemikiran reflektif siswa sekolah menengah pertama dalam menyelesaikan masalah matematika berbasis kecerdasan emosional. Subjek penelitian adalah empat siswa, dipilih dari 29 siswa yang mengisi kuesioner. Data dikumpulkan melalui tes dan wawancara kemudian dianalisis dengan merujuk pada empat langkah pemecahan masalah Polya yang diintegrasikan dengan indikator berpikir reflektif. Hasil penelitian ini menunjukkan bahwa siswa dengan tingkat kecerdasan emosional tinggi memenuhi semua indikator berpikir reflektif dalam pemecahan masalah. Dalam hal ini, siswa mampu memberikan reaksi pada situasi atau permasalahan yang diberikan dengan memahami secara cermat informasi yang ada, melakukan komparasi antar elemen untuk menyusun strategi, menjelaskan secara rinci langkah memecahkan masalah, melakukan kontemplasi dalam memeriksa langkah demi langkah dan memperbaiki kesalahan. Sedangkan siswa dengan tingkat kecerdasan emosional sedang kurang reflektif dalam melakukan komparasi antar elemen untuk menyusun strategi pemecahan masalah.

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Junior high school students’ reflective thinking on fraction problem solving: In case of gender differences

Cited by 11 publications

References 7 publications

The Relationship between Secondary School Students' Reflective Thinking Tendencies towards Problem Solving and Perceptions of Problem Solving Skills

The Relationship between Secondary School Students' Reflective Thinking Tendencies towards Problem Solving and Perceptions of Problem Solving Skills

Effect of reflective thinking on academic performance among undergraduate dental students

Students’ reflective thinking based on their levels of emotional intelligence in mathematical problem-solving

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