Open AccessAnalyzing students’ representation ability: viewed from reflective-impulsive cognitive style
Author(s) -
Dian Septiani,
Riyadi Riyadi,
Triyanto Triyanto
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1538/1/012105
Subject(s) - representation (politics) , sketch , mathematics education , mathematical problem , cognitive style , nonprobability sampling , cognition , style (visual arts) , computer science , triangulation , psychology , mathematics , geometry , algorithm , visual arts , population , art , demography , neuroscience , sociology , politics , political science , law
The main purpose of this research is to describe the ability of student representation viewed from reflective-impulsive cognitive style in resolving geometry problems. This research is a qualitative descriptive. The subject of this study consisted of 6 students of 8th grade Islamic Junior High School 2 Sragen which were taken through a purposive sampling technique. The data were collected through mathematical representation tests followed by interviews. The researchers employed the triangulation method to validate the data. Based on the results of the analysis, it could be concluded that the ability of students’ representation who have a reflective cognitive style was known: (1) Students are able to sketch problems in the form of geometric images to clarify problems and solve problems, (2) Students are able to make Mathematical expressions from other representations and solve problems using mathematical expressions. While the ability of representation of students who have impulsive cognitive style known to students is only able to sketch problems into the form of geometric images to clarify the problem and resolve the problem. This is because reflective students tend to be more in solving problems. Reflective students are able to divide and redraw plane shapes. In addition, reflective students are also looking for the area of the image correctly using mathematical symbols. While impulsive students are in a hurry in resolving the problem so that impulsive students are only able to divide and redraw plane shapes. Impulsive students cannot be looking for the area of the image correctly.