Critical thinking of masculine students with impulsive cognitive style in solving geometry problems

Abstract

The problem and the aim of the study. Critical thinking has a vital role in education because it is one of the essential skills that students must possess to face future challenges. By thinking critically, students can learn how to identify problems, analyze information from various sources, evaluate alternatives, and make logical decisions. In solving mathematical problems, it is common to find masculine students who are highly capable and impulsive (fast in solving problems). Therefore, this study aims to explore the critical thinking of masculine students with an impulsive cognitive style in solving geometry problems. Research methods. The study involved 70 junior high school students sitting in grade 9. The selection of research subjects was carried out in three public schools in Pringsewu Regency, Lampung province in Indonesia, namely Public Junior High Schools in Pringsewu Regency-Lampung, namely: SMP Negeri 2 Pringsewu, SMP N 4 Pringsewu and SMP N 1 Ambarawa. The research subjects were masculine students with moderate mathematics ability and above who had an impulsive cognitive style. In recruiting the research subjects, the gender questionnaire, cognitive style questionnaire, and math ability test were used. Moreover, the research is a descriptive qualitative study. The primary data was collected through geometry problem-solving test results and in-depth interviews. Several procedures were also set for analyzing critical thinking data to achieve these goals. Lastly, data analysis was done through data reduction, presentation, interpretation, and conclusion drawing. Results. After 70 students were given a gender questionnaire, cognitive style and math ability test with a minimum score of 75 found as many as 7 students with masculine gender with impulsive cognitive style with high math ability. With scores (mean score masculine: 4.2 ≥ 4: median score masculine) and (mean score feminine: 4.6 ≤ 5 median score feminine). However, one student (S1) was recommended by the math teacher at the school where the research was conducted to be used as a research subject. After in-depth analysis and interviewing S1, it was found that there were 5 aspects of critical thinking in solving geometry problems on the circle theme, namely aspects of clarity, relevance, depth, logicality, and significance. In conclusion, from the qualitative data analysis it was found that during the problem solving process this study has shown aspects of critical thinking namely aspects of clarity, relevance, depth, logicality, and significance.