Abstract
The skill to think analytically is an important skill for students to have, where the skill to think analytically helps students solve problems in science lessons that require an analytical skill to solve them. The research method is qualitative with a naturalistic design. This research was conducted at some Junior High schools in Ponorogo using the purposive sampling technique. Data were collected using in-depth interviews, observation, and documentation, then analyzed using quantitative descriptive and qualitative descriptive. This study aims to determine the profile of students' analytical thinking skills in solving problem-based problems in the grade 8th at pressure material and determine the pattern of its relationship with scientific exploration. The results showed that: 1) the profile of the analytical thinking skill in terms of the learning styles of students, namely the visual style subjects intend to explain what is known through the direct explanation in more detail, the audiovisual subjects are more likely to form simpler patterns with reasoning patterns generalization and on kinesthetic subjects tend to apply different (unique) concepts, but still have a relationship with the problem, 2) the pattern of the relationship between analytical thinking skills and learning styles, namely the exploration of science, which includes aspects of experience, reasoning, modalities, and the mindset of students. Through the results of this study, it is hoped that it can provide theoretical and practical insights for educators in determining approaches and strategies for achieving science analytical competence according to students' learning styles at school.
Highlights
Analytical thinking is a cognitive skill at the highest level after remembering, understanding concepts, and applying concepts
This study aims to determine the profile of students' analytical thinking skills in terms of learning styles and how the patterns are related to the formation of scientific exploration
3.1 Profile of Students' Analytical Thinking Skill Visual Learning Style The following is an excerpt from the visual subject interview 1 (SV1): SV1: In my opinion, it is more tired to use shoes with high heels because the cross-sectional area is smaller than shoes with flat bottoms, so if the cross-sectional area is small, the resulting pressure will be greater so that it will cause you to tire more quickly when wearing it
Summary
Analytical thinking is a cognitive skill at the highest level after remembering, understanding concepts, and applying concepts. Habit in the learning process will make students accustomed to facing questions in the form of analysis so that when faced with complex questions, students will be able to solve them well (Dierks et al, 2016; Taleb & Chadwick, 2016). The analytical thinking skill of each student is different from one another It depends on how students' readiness is in receiving student material, processing, and absorbing subject matter. The habits of learners in receiving, absorbing, and managing information received are called learning styles. Affective, and physiological characteristics that serve as relatively stable indicators of how learners interact and respond to the learning environment (Al-Balushi & Coll, 2013). Differences in learning styles in students can describe the differences in students in receiving lessons even though in the same room and the same teacher (Jones et al, 2013; Sari, 2014; Wahyuni, 2017)
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