Matching Familiar Figures Test Research Articles

Strategi solve it dan kemampuan pemecahan soal cerita pada siswa: Menguji moderasi working memory, inhibitory control dan shifting

The current research aims to determine the effect of (1) the solve its strategy on the ability to solve math story problems moderated by working memory; (2) the solve its strategy on the ability to solve math story problems moderated by inhibitory control; (3) the solve its strategy on the ability to solve math story problems moderated by shifting. This experimental research used an untreated control group design model with a dependent pretest and posttest. Participants in the research were students being 4th-grade elementary school students in the city of Yogyakarta. The ability to solve story problems was measured using the test of mathematical ability (TOMA), the backward digit span task to measure working memory capacity, and the matching familiar figure test to measure inhibitory control and shifting capacity using the Wisconsin card sorting test. Data analysis uses partial least squares (PLS). The research results showed that only the moderating effect of inhibitory control was proven to support the influence of the solve-it strategy on the ability to solve math story problems. Implications for further research are discussed.

ANALISIS KEMAMPUAN LITERASI MATEMATIS SISWA DALAM MENYELESAIKAN SOAL AKM DITINJAU DARI GAYA KOGNITIF REFLEKTIF IMPLUSIF

The study aims to determine and describe students' mathematical literacy skills in solving AKM problems in terms of reflective and implusive cognitive styles. The subjects in this study were grade XI students at SMA Negeri 2 Pandeglang who had reflective and implusive cognitive styles. The method used is qualitative research with a descriptive approach. The selection of research subjects was carried out by purposive sampling technique based on using the cognitive style test instrument Matching Familiar Figure Test (MFFT). After that, a test was carried out to collect mathematical literacy skills by completing AKM questions and interviews. Analysis of mathematical literacy ability tests refers to three indicators of mathematical literacy, namely reasoning/argument, communication, and application/representation. Based on data analysis and discussion, it can be concluded that: (1) Students with refractive cognitive styles have medium category mamthematic literacy skills. (2) Students with implusive cognitive styles have low category mathematical literacy skills. The results showed that the mathematical literacy of students with reflective cognitive style was in the medium category with a percentage of 61.54%, while the mathematical literacy of students with cognitive implusive style was in the low category with a percentage of 57.14%.

Student misconceptions based on cognitive style

The objective of this study is to describe students’ misconception of solving problems in Math based on a cognitive style (reflective and impulsive). This study uses the Matching Familiar Figure Test (MFFT) format data collection technique to group students' cognitive styles, quadratic function test questions, interviews, and documents using the CRI (Confident Response Index). A qualitative descriptive method is used. The validity of the data used in this study relies on triangulation techniques. Based on validated written test and interview data, we show that students with a reflexive cognitive style are found to have misconceptions regarding translation, strategy, systematization, symbols, and arithmetic. Students with an impulsive cognitive style were found to have all kinds of misconceptions, including translation, conceptual, strategic, systematic, drawing, and calculation errors. The results of this study also show that the most frequent type of misunderstanding between both reflective and impulsive people is arithmetic misunderstanding. The main causes of student misconceptions are a lack of understanding of the concepts in the material and student inaccuracies when reading problems and writing down solution steps.

Exploration of students' algebraic thinking skills in solving TIMSS problems in terms of reflective-impulsive cognitive style

The algebraic thinking is very important for students to be able to abstract and generalize a mathematical problem. The purpose of this research is to reveal students' algebraic thinking processes in solving math problems based on reflective-impulsive cognitive styles. The method used is a qualitative with a case study approach. The research subjects consisted of 55 students who were then selected six students based on the reflective-impulsive cognitive style. The research instrument used consisted of an algebraic thinking test that adopted from TIMSS (Trends in International Mathematics and Science Study), MFFT (Matching Familiar Figure Test) and an interview guide. In this paper, researchers are focus on the exploration of students' algebraic thinking ability in solving problems on generalization and abstraction components. The finding showed that the reflective subjects and impulsive subjects are able to solve generalization and abstraction problems. The reflective and impulsive subjects are able to use patterns to solve problems related to generalizations. In addition, reflective and impulsive subjects are able to use symbols as an abstraction of the relationship between concepts and mathematical properties. However, the reflective subjects used the solution problem steps more systematic than impulsive subjects. The implication of the finding is that the individual differences such as cognitive style should be facilitated by the teachers so that students are more successful in learning mathematics.

Algebraic Thinking Profile of Junior High School Students with Reflective Cognitive Style in Solving Mathematics Problems

The differences in algebraic thinking when solving problems are determined by the characteristics of students. One of the distinguishing characteristics is cognitive style. The aim of this study was to describe the algebraic thinking profile of students who have reflective cognitive styles in solving math problems. This research is descriptive qualitative research, focusing grade 8 junior high school students with reflective cognitive style. Data collection methods using tests and interviews. This study used three types of tests, the Matching Familiar Figure Test (MFFT) to determine students' cognitive style, the Mathematics Ability Test (AMT) to measure students' mathematical abilities, and the Problem-Solving Test (PST) to obtain data related to students' algebraic thinking profile in solving math problems. Data analysis is conducted in three stages: data reduction, data presentation, and conclusion drawing. The results showed that the algebraic thinking of students with reflective cognitive style in solving problems meets the three aspects of algebraic thinking indicators, namely performing activities to generalize the pattern and determine the next term of the given pattern, represent and compare data in tabular form, and understand the meaning of variables and use variables in the form of letters or symbols as a representation of something unknown value in algebraic form. Students with a Reflective Cognitive Style in solving problems can understand the problems given well, be careful and thorough in writing the steps of completion, straightforward and coherent in answering questions so that the answers given tend to be correct.

Creativity of Junior High School Students in Solving Problems Viewed From Cognitive Style

Creative thinking is the ability of every individual to process information to build new ideas that are born from encouragement from themselves and their environment. The research objective was to determine the creativity of reflective students (S-R) and impulsive students (S-I) in solving open ended questions. The indicators used to measure student creativity are fluency, flexibility, and originality. The subjects that were targeted in this study were students who were at the VIII grade level of junior high school. The data collection method used was the MFFT (Matching Familiar Figure Test), written tests, and interviews. To categorize students into reflective and impulsive cognitive styles using the MFFT test, while to reveal students' creativity in solving problems using a written test. The results of this study explain that reflective students (S-R) have a level of creative thinking at level 4, namely the very creative category (fluency, flexibility, and originality). While impulsive students (S-I) have a level of creative thinking at level 3, namely the creative category (fluency and flexibility). Reflective students in solving problems better than impulsive students.

Numeracy Abilities of Reflective and Impulsive Cognitive Style Students in Solving SPLDV Problems

Numerical ability is an important ability for students to have. This study aims to analyze students’ numeracy abilities in the matter of a two-variable linear education system (SPLDV) in terms of reflective and impulsive cognitive styles, so that the research approach used is qualitative with a descriptive type of research. This study's subjects were four students divided into two reflective students and two impulsive students. The data collection technique used is the Matching Familiar Figure Test (MFFT), a numeracy skills test, interviews, and documentation. The results showed that subjects with a reflective cognitive style were able to fulfill 4 numeric indicators (understanding problems, designing problem solutions, implementing strategies, and re-examining). given has a relatively small tendency to be wrong. Whereas subjects with an impulsive cognitive style can answer all questions but only fulfill 2 numeration indicators (understanding problems and designing problem solutions), and require a fast time to solve questions, so the answers given have a relatively large tendency to be wrong.

PROSES BERPIKIR KREATIF MATEMATIS SISWA MENURUT DAVID CAMPBELL DITINJAU DARI GAYA KOGNITIF

This study aims to describe the mathematical creative thinking process of students according to David Campbell's stages in terms of reflective and impulsive cognitive styles on awakening and congruence material. This study used descriptive qualitative research method. Data collection techniques in this study used MFFT (Matching Familiar Figure Test) tests, creative thinking ability tests, and interviews. The main instruments are the researchers themselves and supporting instruments are MFFT (Matching Familiar Figure Test) test instruments and mathematical creative thinking ability test instruments. The subjects of the study were grade IX students of SMPN 1 Tasikmalaya who met all indicators of mathematical creative thinking ability in each cognitive, reflective and impulsive style and could communicate well. The data analysis techniques used are data reduction, data presentation, and conclusions. Based on the results of the study, conclusions were obtained (1) The creative thinking process of reflective students (S1R): can convey information known and asked about questions orally and in writing, show changes in their facial features, do brooding activities while playing stationery, hair and legs slowly, can choose the way of solving obtained after going through the process of guessing smoothly, can show solutions in two ways and Set his own ideas with a long enough time, equate the completion results in the first and second ways and recalculate the completion steps. (2) The creative thinking process of impulsive students (S11I): can understand the problems contained in the problem in a relatively faster time and can mention what is known and asked orally and communicate that what is written has been through calculations outside the head, pay attention to the sketches drawn and be able to write assumptions from the results of their attention, show silent activities and trial and error, can solve in two different ways even if you make a mistake several times, and only equate the final result in both ways and check the steps of the work. (3) The creative thinking process of impulsive students (S25I): can understand the problems in the problem in a relatively faster time, can mention what is known and asked orally, can do trial and error activities and recall ideas found if they have difficulties, do silent activities while playing stationery and veils worn but still look relaxed, can finish in two different ways, as well as simply equate the final result in both ways and check the pace of the work

The influence of cognitive training using mobile applications on attentional control and impulsivity among pre-service teachers

The purpose of this study was to investigate the influence of cognitive training (CT) using mobile applications on attentional control and impulsivity among pre-service teachers. Pre-service teachers were divided into two groups: experimental (n=25) and control (n=14) groups, they were selected from a large sample (n=718). Over 28 sessions, the training group engaged in CT tasks (the tower of Hanoi [TOH] and simple reaction time [SRT]), whereas the control group did not participate in training sessions or understand the main goal of the study. In the criterion tasks (matching familiar figures and numerical Stroop), all participants were pre- and post-tested. CT using mobile applications helps us see how the trained group’s attentional control and impulsivity had influenced. we also observed the progress of trained group as measured by number of moves or time for TOH, and reaction time (RT) for SRT. Other effects were observed in comparison to a control group that underwent no training. There were changes in impulsivity in post-test in favor of training group according to number of moves, and time component of matching familiar figures test. Corresponding to attentional control, the finding indicated that there were changes in (number and size) RT component in post-test in favor of training group.

ANALYSIS OF STUDENTS' ABILITY WITH CONCEPTUAL TEMPO LEARNING STYLE IN SOLVING SPATIAL PROBLEMS

This study aimed to describe students' spatial abilities in terms of cognitive conceptual tempo style. This type of descriptive qualitative research was conducted at SMP Negeri 26 Makassar with class VIII-2 research subjects. The instruments used in this study were: the MFFT (Matching Familiar Figures Test), spatial ability tests, and interview guidelines. The MFFT test (Matching Familiar Figures Test) was carried out to determine the type of student's cognitive style. Then found 1 subject of impulsive cognitive style and 1 subject of reflective cognitive style. Then the subject was given a spatial ability test to determine the students' spatial abilities after which an interview was conducted. Indicators of spatial ability are: (1) stating the position of the elements of a spatial figure. (2) Constructing and presenting geometric models drawn on a flat plane in a spatial context. (3) imagining the shape or position of a geometric object being viewed from a certain point of view. (4) Investigating the actual size of the visual stimulus of a geometric object. The results showed that students with an impulsive cognitive style had low spatial abilities because they were only able to fulfill 1 spatial ability indicator, namely constructing and presenting geometric models drawn on a flat plane in a spatial context. Meanwhile, students with a cognitive reflective style have high spatial abilities because they are able to fulfill all indicators of spatial abilities.

Profil Penalaran Matematis Siswa Berdasarkan Gaya Kognitif Reflektif dan Impulsif

Every student has different style in understanding a concept of learning. The different style of learning is called students’ uniqueness and it is influenced cognitive style of students themselves. Cognitive style is clearly seen when students receive mathematical concept that requires good reasoning abilities. This study aims to determine how students process information and reasoning given based on cognitive styles in this case reflective and impulsive cognitive style. The subjects of this study were students of grade XI MAS Al-Jami'atul Washliyah Stabat. Through the stages of the MFFT (Matching Familiar Figure Test), two students were selected, each with a reflective and impulsive cognitive style. The two students were given mathematical reasoning tests questions on trigonometry concept and afterward conducted interviews to deepen the data. Data were analysed using triangulation, data reduction, data presentation and verification. The results of the study showed that in doing the tests given, students with a reflective style tend to be thorough and correct with a longer duration of time than students with an impulsive style, and vice versa.

The influence of substance abuse on inhibition capacities and risky decision in a group of outpatient schizophrenia patients

IntroductionSubstance abuse is common among patients with schizophrenia, is related toworse course and outcome of illness. Unfortunately, little is known about how substanceabuse affects the cognitive function of schizophrenia patients, whose cognitive function isoften already comprised. Neurocognitive functioning includes inhibition control and decision-making, and both schizophrenia and substance use disorder are related to impairmentsof inhibition control. However, the influence of substance abuse on inhibition capacitiesamong schizophrenia patients is unclearObjectivesThis study measured the influence of substance use disorder on inhibition capacities and risky decision-making in a group of 39 schizophrenia patients that were evaluated using a socio-demographic questionnaire and clinical assessment using the Positive and Negative Syndromes Scale for Schizophrenia. To assess inhibition control we utilized the Matching Familiar Figure Test (MFFT) and the Stroop task, and to evaluate decision-making we used the Iowa Gambling Task (IGT) and self-report questionnaire, the Barratt Impulsiveness ScaleMethodsUnivariate analysis found significant differences between the groups with regard to criminal history (v2¼5.97, p¼.015), smoking status (v:12.30, p<.001), and total BIS score (t: 2.69, df¼37, p¼.01). Our model did not find a significant effect of substance abuse on the first response time and number of errors on the MFFT or in the total interference index of Stroop performance and net score on risky decision-making in the IGT.ResultsThe two groups did not differ significantly either in first response time or in number of errors on the MFFT (F¼0.54, p¼.47, d¼0.24, 95% CI [-0.4, 0.88]; F¼0.28, p¼.60, d¼0.61, 95% CI [0, 1.26], respectively), nor did they differ in the total interference index of the Stroop task (F(1)¼0.49, p¼.49, d¼0.25, 95% CI [-0.38, 0.88]).ConclusionsThe analyses did not detect any statistically significant effect of substance abuse on inhibition control or risky decision-making processes in outpatients diagnosed with schizophrenia, despite increased impulsivity, criminal history and smoking status. These results neither support nor disprove previous findings.Disclosure of InterestNone Declared

Problem-Solving Process of Students with a Reflective Cognitive Style Based on the Action-Process-Object-Schema Theory

<p style="text-align:justify">The skill to solve mathematical problems facilitates students to develop their basic skills to solve problems in daily life. This study analyzes students' problem-solving process with a reflective cognitive style in constructing probability problems using action, process, object, and schema theory (APOS). The explanatory method was used in this qualitative study. The participants were mathematics students at the Department of Mathematics, Universitas Negeri Semarang. The researchers collected the data with the cognitive style test using the Matching Familiar Figure Test (MFFT), used a valid problem-solving skill test, and the interview questions. The data analysis techniques used were processing and preparing the data for analysis, extensive reading of the data, coding all data, applying the coding process, describing the data, and interpreting the data. The results showed that (1) the problem-solving process of students with symbolic representation was characterized by the use of mathematical symbols to support the problem-solving process in the problem representation phase; (2) the problem-solving process of students with symbolic-visual representation was characterized by the use of symbols, notations, numbers, and visual representation in the form of diagrams in the problem representation phase.</p>

ANALISIS KEMAMPUAN LITERASI NUMERASI MAHASISWA DITINJAU DARI GAYA KOGNITIF REFLEKTIF DAN IMPULSIF

During the Covid-19 pandemic, there was a change in the education system, namely regular or face-to-face Numerical literacy ability is the ability or skill in using various kinds of numbers and symbols related to basic mathematics to solve practical problems in the context of everyday life. This study aims to determine the numeracy literacy ability of students in solving math problems in terms of reflective and impulsive cognitive styles. In looking at students' numeracy literacy skills, indicators of numeracy literacy abilities are used which are adjusted to the stages of the problem solving process. This research is a descriptive research with a qualitative approach. The research subjects consisted of 23 students of the Mathematics Education Study Program at the University of Papua. Data collection consisted of a numeracy literacy test, an MFFT (Matching Familiar Figure Test) test to determine cognitive style, interviews and documentation. The results of the MFFT test showed that there were 11 students with a reflective cognitive style, 9 students with an impulsive cognitive style, 1 student with a low accurate cognitive style, and 2 students with a fast accurate cognitive style. After that, 2 subjects with a reflective cognitive style were obtained which were supported by 2 subjects who had a tendency for a reflective cognitive style and 2 subjects who had an impulsive cognitive style. The results showed that the reflective subject one (SR1) the first reflective student completed the numeracy literacy problem in 91 minutes and the reflective subject two (SR2) completed the problem in 98 minutes, where the two subjects with the minute reflective style had exceeded the predetermined maximum time limit, namely 90 minutes. Impulsive subject one (SI1) completed the numeracy literacy test in 32 minutes. The second impulsive subject (SI2) completed the numeracy literacy test questions within 40 minutes. The two students completed it faster than the specified time limit of 90 minutes. Subjects with a cognitive-reflective style in solving problems take a long time but the results obtained tend to be correct or accurate, while subjects with an impulsive cognitive style seem to be in a hurry to answer and tend to be wrong

Students Creative Thinking Ability with Reflective Cognitive Style on The Phytagoras Theorem

Mathematics is a universal science that cannot be separated from human life. Mathematics has an important role in supporting the development of science and technology. In learning mathematics, students' creativity is needed because in mathematics students are expected to be able to come up with new creative ideas in analyzing and solving problems. The way students solve problems will be different according to their cognitive style. So that differences in cognitive styles can trigger differences in students' creative thinking. The type of research used in this research is qualitative research with descriptive method. The subjects in this study were students of class VIII K at SMP Negeri 2 Balaraja who had received the Pythagorean theorem material. Subject selection was done by purposive sampling technique. The instruments used in this study were test and non-test instruments. The test instrument used is the Matching Familiar Figures Test (MFFT) test sheet and the creative thinking ability. While the non-test instrument used in this study was an interview guide. The data analysis of this research used the constant comparative method. Data analysis in this study was carried out through three stages, namely: 1) data reduction, (2) data presentation, (3) drawing conclusions.Based on the results of the data analysis and discussion that has been presented, it can be concluded that based on the reflective cognitive style, students' mathematical creative thinking abilities can be grouped into 2 groups in each indicator with different creative thinking abilities.

Testing the validity and reliability of the Matching Familiar Figures Test-2021: An updated behavioral measure of reflection-impulsivity.

The Matching Familiar Figures Test (MFFT) is a well-known and extensively used behavioral measure of reflection-impulsivity. However, the instrument has several deficiencies, including images designed for school-age children in the United States during the 1960s. Most importantly, an adult version of the instrument is currently unavailable and the lack of a single repository for the images raises questions regarding the MFFT's validity and reliability. We developed a 21st century version of the MFFT using images that are familiar to adults and reside in a freely accessible repository. We conducted two studies examining validity and reliability issues. In Study 1, participants interacting with the MFFT-2021, versus those interacting with the original MFFT20, spent more time on the task, took more time in making their first response, and were more likely to complete the task without errors, even though the average number of errors was higher than the comparison group. The coherence of these results is evidence of convergent validity. Regarding predictive validity, the MFFT-2021 remained a reliable predictor of rational thinking, such that participants who demonstrated more reflection (less impulsivity) tended to avoid rational thinking errors. Also, performance on the MFFT-2021 predicted higher quality judgments in processing job characteristic cues with embedded interactions, a form of configural information processing. We also found evidence of concurrent validity: performance on the MFFT-2021 differed in a predictable manner for participants grouped by their performance on the Cognitive Reflection Test. In Study 2, we tested discriminant validity by comparing participant performance on the MFFT-2021 to their performance on the Information Sampling Task (IST), another behavioral measure of reflection-impulsivity used in studies of psychopharmacological and addiction behaviors. For our participants (undergraduate business students), we found that the MFFT was a stronger predictor of performance on rational thinking tasks, and, contrary to prior studies, our exploratory factor analysis identified separate factors for the MFFT-2021 and the IST, supporting discriminant validity, indicating that these two instruments measure different subtypes of reflection-impulsivity.

ANALISIS METAKOGNISI SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF REFLEKTIF DAN IMPULSIF

This study was conducted to describe the metacognition of junior high school students in solving mathematical problems based on cognitive style. This type of research is a descriptive study using a qualitative approach which was carried out in class IX of SMP Negeri 2 Anggeraja. Results Based on the mathematical ability test and the Matching Familiar Figure Test (MFFT), 2 students were selected as research subjects. Data collection techniques were carried out by presenting problem-solving tasks and task-based interviews. Data analysis uses data reduction steps, data presentation, and drawing conclusions. The results of this study indicate that students with reflective cognitive style fulfill the three aspects of metacognition, namely planning, monitoring, and evaluating in solving problems. From the metacognitive activity of students with reflective cognitive style, it shows that the level of metacognitive ability is at the level of reflective use. Students with impulsive cognitive style fulfill the three aspects of metacognition, namely planning, monitoring, and evaluating in solving problems. However, at the planning stage only able to reveal some strategies that can be used to solve the problem and at the evaluation stage unable to prove the truth of the answers obtained. From the metacognitive activity of students with cognitive impulses, it shows that the level of metacognition ability is at the level of awareness of use

Analisis Kemampuan Pemecahan Masalah Aritmatika Sosial Ditinjau dari Gaya Kognitif Impulsif dan Reflektif Siswa MTs

This study aims to determine the ability to solve social arithmetic problems in terms of impulsive and reflective cognitive styles. This type of research is descriptive qualitative. The research subjects were class VIII MTs Al-Khairiah NW Rajek in the 2020/2021 school year. Data collection techniques using tests and interviews. The test in question is a cognitive style test using the Matching Familiar Figure Test (MFFT), and a problem-solving ability test. Data analysis techniques are data reduction, data presentation, and drawing conclusions. The results of this study indicate that students' mathematical problem solving abilities with impulsive cognitive style require less time to answer questions. Impulsive cognitive style students at the stage of understanding the problem, many students do not understand the questions well, at the stage of making plans, implementing plans, and at the stage of looking back students have not been able to solve problems well, students are still careless in determining formulas, not careful in counting, rushing rush in solving questions, do not re-check the answers. The mathematical problem solving ability of students with reflective cognitive style takes a long time to answer questions. Students with reflective cognitive style at the stage of understanding the problem, making plans have been able to solve the problem well, at the stage of implementing the plan some students are still wrong in counting, while at the stage of looking back reflective students do not check back on the answer sheet.

MISCONCEPTION ANALYSIS OF STUDENTS WITH IMPULSIVE-REFLECTIVE COGNITIVE STYLE IN SOLVING PATTERNS OF NUMBERS PROBLEMS

In the online learning process since March 2020, many students have experienced misconceptions in solving the questions given by the teacher, including mathematics learning activities. In online learning activities students are required to be able to understand the material quickly with all the limitations that students have so that misconceptions arise in students. This misconception can occur, one of which is influenced by differences in students' cognitive styles. This study aims to analyze students' misconceptions in solving problems related to number pattern material. The analysis was carried out on 1 subject with impulsive cognitive style and 1 subject with reflective cognitive style with the same learning outcomes. This type of research is descriptive research with a qualitative approach. Supporting instruments include the Matching Familiar Figure Test (MFFT) and a written test consisting of 9 multiple choice questions which include sub-materials of arithmetic number series, geometric number series, letter number series, and contextual questions related to PATTERNS OF NUMBERS with 4 answer choices. To analyze students' misconceptions, the Three Tier test method is used, namely the first tier consists of number pattern material questions in the form of multiple choice with 4 answer choices, the second tier is the column for students' reasons for giving answers, and the third tier is a column of students' confidence levels using the CRI method, and continue with the interview. The results showed that students with impulsive cognitive style experienced classificational, correlational, and theoretical misconceptions. Meanwhile, students with reflective cognitive style are correlation misconceptions and theoretical misconceptions. To anticipate the occurrence of misconceptions, teachers should provide variations in the learning process, so that students can focus on the learning process and teachers often check students' understanding of concepts.
 Keywords: Number pattern, Misconception, Cognitive Style, Three Tier, CRI

Use of Learning Strategy in Reading of Reflective Learners

The goal of this study was to see if there was a significant difference between the three types of reflective learners' reading learning strategies. The participants were 35 Senior High School students in Bandar Lampung, who were in the 12th grade. The Matching Familiar Figure Test (MFFT) was used to categorize students into reflectivity/impulsivity, and the Language Learning Approach Questionnaire (LLSQ) was administered to determine students' learning strategy preferences. The data was analyzed using One Way ANOVA with a significance level of 0.05. The findings revealed that reflective learners' reading strategies differed significantly from those utilized by non-reflective learners. According to the finding, Reflective learners used more metacognitive reading methods that were related to their own prior experience and knowledge.