Abstract
Relational thinking is one of the interesting problems in mathematics education, this is motivated by the students low relational thinking ability. The characteristic of relational thinking is that students can think by building relationships from various objects/contexts that are related to each other. This type of research is qualitative descriptive research. The analysis of data in this study was done by reducing MFFT test data, troubleshooting tests and interviews, data presentation, and withdrawal conclusions. The subject of this research is two students grade XI of SMA Negeri 15 Surabaya in 2020/2021 year with trigonometric ratio material. In this research, the way students thinking with relationally can be seen from how students build the relationship of information in identifying problems as a whole because there is a possibility of students writing information in full or not also the different concepts they used. Subjects with a reflective cognitive style redrawed the problem to make it easier to solve the problem, while subjects with an impulsive cognitive style only wrote briefly what was known on the problem. The relational way of thinking of reflective cognitive style subjects is more visible than the impulsive cognitive style subjects. One subject mistakenly used the settlement plan. Both of them checking back on the completion of each answer sheet, but the focus of checking is different.
 Keywords: Cognitive style, Impulsive, Problem solving, Reflective, Relational thinking
Highlights
Berpikir relasional merupakan komponen penting dalam proses berpikir, karena berpikir pada dasarnya merupakan proses mental dalam meletakkan hubungan- hubungan antara pengetahuan-pengetahuan yang dimiliki dalam menentukan suatu keputusan (Ahmadi & Supriyono, 2013)
Pendapat lain dikemukakan oleh Moursund (2016:10) yang menyatakan bahwa “...a puzzle or problem might have more than one solution.”
Dkk (2019:39) mengatakan bahwa: “The main difference between relational thinking and not relational thinking is that those who do not think relationally are based on activating some procedures in their minds after identifying problems, while students think rationally, students create a picture problems in his mind as a whole, analyzing to find the core structure, and looking for some important elements or relations to build a settlement strategy.” (Bahri dkk., 2019:39) Dari penjelasan tersebut dapat diartikan bahwa letak perbedaan antara berpikir relasional dan yang bukan berpikir secara relasional adalah pengaktifan prosedur dalam pikiran seseorang untuk mengidentifikasikan suatu masalah
Summary
Berpikir relasional menjadi salah satu masalah yang menarik dalam pendidikan matematika, hal ini dilatarbelakangi oleh kemampuan berpikir relasional siswa yang masih rendah. Ciri dari berpikir relasional yaitu siswa dapat berpikir dengan membangun hubungan dari berbagai objek/konteks yang terkait satu sama lain. Analisis data dalam penelitian ini dilakukan dengan reduksi data tes MFFT, wawancara, penyajian data dan penarikan kesimpulan. Dalam penelitian ini berpikir relasional siswa dapat dilihat dari bagaimana siswa membangun hubungan antara konsep dan informasi dalam mengidentifikasi masalah secara menyeluruh karena ada kemungkinan siswa menulis informasi secara lengkap atau tidak juga adanya perbedaan konsep yang digunakan. Siswa dengan gaya kognitif reflektif menggunakan bantuan gambar agar mempermudah menyelesaikan masalah, sedangkan siswa dengan gaya kognitif impulsif hanya menuliskan secara singkat mengenai apa saja yang diketahui pada soal. Salah satu siswa salah dalam menggunakan konsep sehingga merubah rencana penyelesaian. Kata Kunci: Berpikir relasional, Gaya kognitif, Impulsif, Reflektif, Pemecahan masalah
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