Gender-Based Analysis of Students' Critical Thinking in Solving Trigonometric Problems

Abstract

Solving mathematical problems is one of the primary objectives in learning mathematics. Without this ability, the application of mathematical ideas, knowledge, and skills becomes limited. To solve a problem, students need to develop a critical thinking process to address the problem effectively. This study aims to describe the critical thinking profiles of students in solving trigonometric problems from a gender perspective based on the FRISCO criteria. The research subjects consisted of one Year 11 masculine male student and one Year 11 feminine female student. The selection of subjects was based on the results of a behavior questionnaire. Data were collected through problem-solving tasks and interviews conducted twice. The results of the study indicate that both male and female students demonstrated critical thinking abilities in accordance with the FRISCO criteria when solving trigonometric problems. Both subjects were able to accurately identify the information provided and the questions asked in the problem, provide reasoning supported by facts, maintain the problem's context throughout the solving process, determine appropriate solving strategies, understand the terms used, draw accurate final conclusions, and review their answers by rereading them. However, there were differences in certain aspects, such as the comprehension of mathematical symbols, the way definitions of terms were communicated, and initial thinking strategies. Male student tended to start with simpler approaches.