S. Maf'ulah, D. Juniati
Thinking reversible supports mathematic reasoning and flexibility of thinking. It affects the success of students in solving mathematical problems. Eventually, mathematic problem solving is the core of mathematic learning. Therefore, the teacher must have thinking reversible skills to develop students' thinking reversible optimally. This study aims to explore the reversible thinking of preservice mathematics teacher students. The design of this research is qualitative and incorporating the test method. The test is in the form of algebra solving problem which contains an algebra equation. Students are assigned to create a new equation, which is equivalent to the equation in the test as many as possible to identify the aspect of students' forwarding process. Then, students are assigned to reverse the new equation to the initial equation form. This is to identify the aspect of the reversing process. The forwarding process and reserving process is the core of reversible thinking. Therefore, the result of the student task is analyzed based on these characteristics. The result showed that there are four different strategies implemented by the students to create a new equation and reversing the new equation to the previous equation. It is elaborated in detail in the result of this article. © Published under licence by IOP Publishing Ltd.
Department of Mathematics Education, Stkip Pgri Jombang, Indonesia; Department of Mathematics Education, Universitas Negeri Surabaya, Indonesia
