Siti Laiyinun Yusrina, Masriyah, Pradnyo Wijayanti, Rini Setianingsih
The foundation of mathematics learning in schools is based on algebraic thinking, an essential and fundamental part of mathematical thinking and reasoning skills. The success of students learning algebra is determined by at least six activities: generalization, abstraction, analytical thinking, dynamic thinking, modeling, and organization. The emergence of students' algebraic thinking can be examined through problem-solving. Students find it more meaningful and easier to understand a problem when associated with everyday contexts, which is why this research uses contextual mathematics problems. The algebraic thinking of students when solving problems varies based on their characteristics. Cognitive style is one of the distinctive characteristics. This research is qualitative and uses descriptive data. This research aimed to characterize junior high school students' algebraic thinking in terms of reflective cognitive style when they were completing contextual math problems. Students with reflective cognitive styles are the subject of this research. Tests and interviews were utilized as data collection methods in this research. The three test instruments used in this research are the (1) Mathematics Ability Test (MAT), (2) Matching Familiar Figure Test (MFFT), and (3) Contextual Mathematics Problem Solving Task (CMPST). According to the research findings, students with reflective cognitive style solve contextual mathematics problems using algebraic thinking that satisfies six activities: generalization, abstraction, dynamic thinking, analytical thinking, modeling, and organizing. When solving contextual mathematics problems, students with a reflective cognitive style typically take their time figuring out the procedures involved and write precise, well-organized, and comprehensive responses. © 2025 Author(s).
Universitas Negeri Surabaya, Surabaya, Indonesia
