Supratman, I. Ketut Budayasa, Endah Budi Rahaju
Introduction. Problem-solving involves tackling non-routine tasks without prior knowledge of the necessary schemes or algorithms, making it a key focus in mathematics education, particularly in probability. Cognitive differences, including those between male and female students, can influence behaviors and outcomes, highlighting the need to develop students' thinking potential. This study explores the role of probabilistic thinking and the Field-Independent cognitive style in female undergraduate mathematics students' probability problem-solving. It aims to support mathematics education by helping teachers and curriculum developers address related challenges, fostering effective learning both on and off campus to enhance educational professionalism. Study participants and methods. The study involved 4th semester students (12 total: 11 females, 1 male) and 6th semester students (15 total: 13 females, 2 males). A non-probability, purposive sampling technique was used, selecting samples based on predefined criteria. The selection process included a math ability test using valid and reliable UTBK SBMPTN questions, known for their standardized results. Additional instruments, such as Gender Questionnaires and GEFT tests, categorized students by gender and cognitive style. From 27 students, 20 were identified as feminine with a Field-Independent cognitive style. Data were collected via a probability problem-solving test, analyzed quantitatively, and followed by a qualitative analysis of one representative student, coded MPI, using a sequential explanatory mixed methods design. Results. Quantitative testing of 20 feminine female students with a Field-Independent cognitive style showed significant results, with multiple regression analysis yielding F = 23.429 and a significance of 0.000 < 0.05. This confirms the important role of probabilistic thinking in solving probability problems. Qualitatively, in-depth interviews were conducted with one representative student, MPI, selected based on predefined criteria. In the Polya-based problem-solving test, MPI understood the problem, devised a plan, and used the binomial distribution formula directly without applying the combination formula. While MPI did not rewrite the final answer, the interview revealed that she had accurately reviewed her work, from given data to the probability value obtained. Conclusion. Quantitative analysis showed a significant role of probabilistic thinking and field-independent cognitive style in the probability problem-solving skills of feminine female undergraduate mathematics education students. Qualitative analysis, through interviews based on Polya’s stages, provided deeper insights. During the interview, after completing the probability test, MPI struggled to apply the combination formula before using the binomial distribution. However, in the "looking back" stage, MPI successfully wrote the final answer. These findings highlight the need to develop probabilistic thinking in higher education to support student learning outcomes © Supratman, I Ketut Budayasa, Endah Budi Rahaju, 2025.
Study Program of Mathematics, Education Universitas Negeri Surabaya, Kolaka, Indonesia; Study Program of Mathematics Education, Universitas Sembilanbelas November, Kolaka, Indonesia; Study Program of Mathematics Education, Universitas Negeri Surabaya, Indonesia; Study Program of Mathematics Education, Universitas Negeri, Surabaya, Indonesia
