Kemampuan Berpikir Reflektif Matematis Siswa Pada Materi Aritmatika Sosial

Cut Isna Ramadhani, Mailizar Mailizar, Elizar Elizar

Abstract


Reflective mathematical thinking skills are essential for students, enabling them to analyze information before concluding. Students who lack these skills may struggle with solving mathematical problems due to their inability to connect information effectively. This research aims to assess eighth-grade students' reflective mathematical thinking abilities at a public junior high school in Banda Aceh. The study employed a mixed-method approach using a Sequential Explanatory Design. The quantitative phase involved 29 students, while the qualitative phase focused on six students categorized based on their reflective mathematical thinking abilities. The categorization identified two students with high abilities, two with medium abilities, and two with low abilities. Data collection methods included assessments and interviews. Data analysis combined quantitative and qualitative approaches. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined using Miles and Huberman's methodologies, involving data reduction, presentation, and conclusion drawing. The quantitative analysis results indicate that students' reflective mathematical thinking abilities are distributed as follows: 14% high, 10% medium, and 76% low. The qualitative analysis reveals that students in the high category mastered all indicators, those in the medium category mastered two indicators, and those in the low category mastered one indicator.

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DOI: https://doi.org/10.24815/jp.v12i1.37987

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