Abstract
Refractive thinking is a person's mental activity in making a decision in solving a problem which is throughreflective and critical thinking. Differences in cognitive style in a person affects the differences in refractivethought processes. This is expected to be a liaison for educators to train students by providing variedproblems both using pictures and words. This qualitative research aims to describe the stages of refractivethinking of visualizer students and junior verbalizers in solving geometry problems. The method of collectingdata through written tests and interviews. Written tests were given to 57 students of 8th grade students ofstate junior high schools in Jombang. The research subjects consisted of one student with cognitive stylevisualizer and one student with verbalizer cognitive style with each subject having high mathematical ability.The results showed that at the identified of problem stage, visualizer students recognized and identified someof the information contained in the problems tended to be faster than verbalizer students. At the strategicstage, visualizer students used image information to found alternative solutions, while verbalizer studentsused formulas that have been obtained before. This showed that both the visualizer student and the verbalizerstudent have shown indications of refractive thinking. At the evaluation stage, the student visualizer andverbalizer explained the method used based on logical and appropriate arguments but in the different way
Highlights
Refractive thinking is the activity of thinking that occurs because of passing through reflective thinking proceeding towards critical thinking which appears refraction. Medeni (2012) defines refractive thinking as the acquisition of new knowledge that results from reflection and critical thinking. Prayitno (2015) said that refractive thinking will arise when students are given a problem which makes them confused to solve the problem and triggers the emergence of reflective thinking. Pagano and Roselle (2009: 220) revealed that refraction thinking occurs because of the reflection that is signaled by light passing through a medium that triggers critical thinking, so that light coming out of the medium is not the same as reflection
This study aims to describe the stages of refractive thinking of visualizer students and junior verbalizers in solving geometry problems
While the analysis of the geometry problem solving test results is based on the refractive thinking indicator in table 1, which is a modification of the refractive thinking component made by Prayitno (2014)
Summary
Refractive thinking is the activity of thinking that occurs because of passing through reflective thinking proceeding towards critical thinking which appears refraction (results). Medeni (2012) defines refractive thinking as the acquisition of new knowledge that results from reflection and critical thinking. Prayitno (2015) said that refractive thinking will arise when students are given a problem which makes them confused to solve the problem and triggers the emergence of reflective thinking. Pagano and Roselle (2009: 220) revealed that refraction thinking occurs because of the reflection that is signaled by light passing through a medium that triggers critical thinking, so that light coming out of the medium is not the same as reflection. Pagano and Roselle (2009: 220) revealed that refraction thinking occurs because of the reflection that is signaled by light passing through a medium that triggers critical thinking, so that light coming out of the medium is not the same as reflection. Downey (Pagano and Roselle, 2009) uses the light metaphor to describe the process of refraction that results from reflection towards critical thinking. Refractive is a process in which light (reflection) hits the medium causing a "reaction" to the medium that triggers critical thinking.
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