Abstract
This study aims to describe the process of mathematical thinking of students in solving mathematical problems in terms of Keirsey's personality type. This research is a qualitative-descriptive research. Research subjects taken are MAN 2 Tulang Bawang Barat class XI students by purposive sampling. Research subjects amounted to 2 people from each personality type. Data collection is done by observation, interview, and documentation. Data validity using technique triangulation. Data analysis techniques used are the concept of Miles and Huberman, namely data reduction, data presentation, and conclusion. The results showed that each of Keirsey's students in solving mathematical problems was more likely to be a student of a Guardian personality type. In solving mathematical problems begins with the acceptance of information marked by understanding the problem involves knowing what is known (M1), knowing what is being asked (M2), knowing the required requirements in problem solving (M3), as well as making the model of math from the problem with its own understanding (M4). Then proceed with the processing of information marked by implementing the problem-solving plan (R1) and proceed with executing the plan to get the answer (P1), but the steps are not complete. While in rechecking the answer (C1) students do re-check, then in drawing a conclusion (C2), students draw conclusions only on some tests.
Highlights
Abstrak Penelitian ini bertujuan untuk mendeskripsikan proses berpikir matematis siswa dalam meyelesaikan masalah matematika ditinjau dari tipe kepribadian Keirsey
This study aims to describe the mathematical thinking process of students in solving mathematical problems in terms of Keirsey personality types
The results showed that each student with Keirsey personality type in solving mathematical problems was more likely to be a Guardian type student. in solving mathematical problems starting with the receipt of information marked by understanding the problem including knowing what is known (M1), knowing what is asked (M2), knowing the requirements in problem solving (M3), and making a mathematical model of the problem with own understanding (M4)
Summary
A.1 mudah menyebutkan dengan apa yang ditanyakan masalah yang telah disusun yang telah dibuat. 2. Tidak dapat mebuat dan jawaban Hanya diketahui tabel ditribusi yang mebuat pada masalah frekuensi diperoleh coretdan belum tepat. Tidak menyebutkan menyususn menjewab memeriksa apa yang perencanaan masalah solusi diketahui apa masalah, subjek A.3 berdasarkan langkah yang tidak dapat langkahdemi ditanyakan mengaitkan apa langkah langkah. 2. Tidak dapat dan jawaban mebuat tabel yang ditribusi frekuensi diperoleh belum tepat. Dapat membuat dan tabel diketahui tabel distribusi ditribusi yang pada masalah frekuensi sesuai dilakukan dan kemampuan siswa belum tepat. 2. Tidak dapat mebuat disusun dan Hanya tabel ditribusi jawaban mebuat frekuensi yang coretdiperoleh coretan belum tepat. Tidak dapat mebuat disusun dan Hanya tabel ditribusi jawaban mebuat frekuensi yang coretdiperoleh coretan belum tepat. pada kertas
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