Analysis of Students' Mathematical Reflective Thinking Ability on Algebraic Forms Based on Discovery Learning Activities
DOI:
https://doi.org/10.52850/jpn.v26i2.22230Kata Kunci:
Algebraic forms, Discovery Learning, Reflective thinking skills, MathematicsAbstrak
The importance of reflective thinking skills in mathematics learning stems from in their demand for students to analyze, evaluate, and reconsider problem-solving strategies. The objectives of this study are: (1) to describe students' mathematical reflective thinking abilities based on discovery learning activities, and (2) to identify the factors that influence students' mathematical reflective thinking abilities. This study employed a mixed-method approach with an explanatory sequential design. Quantitative data were obtained through observations of the implementation of discovery learning, while qualitative data were gathered through tests and interviews with two students. The results show that students who effectively followed the stages of discovery learning tended to demonstrate a high level of mathematical reflective thinking. The research subjects were able to exhibit all three indicators of reflective thinking (reacting, comparing, and contemplating). Factors influencing students’ reflective thinking skills include cognitive aspects based on Bloom's taxonomy: knowledge (C1), comprehension (C2), application (C3), analysis (C4), and evaluation (C5).
Unduhan
Referensi
Andariska, M. A., Sakinah, A. H., Aisyah, S., Nabila, C., & Syarnubi, S. (2024). Penerapan Metode Discovery Learning untuk Meningkatkan Keaktifan Siswa di SMP Indo Global Mandiri Palembang. Jurnal Review Pendidikan Dan Pengajaran (JRPP), 7(3), 8036–8041.
Andela, R., Zulhendri, Z., & Putra, K. E. (2024). Analisis Kemampuan Berpikir Reflektif Matematis Siswa Kelas VII MTsN 1 Kampar Kecamatan Kuok. Delta: Jurnal Ilmiah Pendidikan Matematika, 12(2), 137–142.
Arikunto, S. (2005). Manajemen Penelitian. Jakarta: Rineka Cipta.
Creswell, J. W. (2009). Research Design Qualitative, Quantitative, and Mixed Methods Apporoaches. Third Edition. (9th ed.). Yogyakarta: Pustaka Belajar.
Damastuti, A. S., Triyanto, & Nurhasanah, F. (2021). Students’ Reflective Thinking Ability Based on Their Prior Knowledge in Solving Geometry Problems. Proceedings of the International Conference of Mathematics and Mathematics Education (I-CMME 2021), 597, 42–48. https://doi.org/10.2991/assehr.k.211122.006
Dari, F. W., & Ahmad, S. (2020). Model discovery learning sebagai upaya meningkatkan kemampuan berpikir kritis siswa sd. Jurnal Pendidikan Tambusai, 4(2), 1469–1479.
Fitriani, F., Noer, S. H., & Gunowibowo, P. (2018). Efektivitas discovery learning ditinjau dari kemampuan berpikir reflektif matematis dan self-concept. JURNAL PENDIDIKAN MATEMATIKA UNIVERSITAS LAMPUNG, 6(3).
Friantini, R. N., Winata, R., & Rizaldi, M. (2024). Pengaruh Stres Akademik Dan Kecemasan Matematis Mahasiswa Baru Terhadap Prestasi Mata Kuliah Aljabar. 10(1), 38–46.
Hasan, N. D. (2015). Model Pembelajaran Discovery Learning untuk Meningkatkan Kemampuan Berpikir Reflektif Matematis Siswa SMP. Universitas Pendidikan Indonesia.
Mairing, J. P., Rizaldi, M., Pandiangan, P., & Lada, E. Y. (2024). Development of Problem , YouTube , and ChatGPT Learning Model to Improve Students ’ Proving Ability in Real Analysis. Jurnal Matematika Kreatif-Inovatif, 15(1), 169–184.
Marianda, U., Maimunah, M., & Armis, A. (2021). Perangkat Pembelajaran Matematika Berbasis Discovery Learning untuk Materi Relasi dan Fungsi (Suatu Studi Pengembangan). Juring (Journal for Research in Mathematics Learning), 4(4), 379–388.
Ratnawati, O. A., Rizaldi, M., Hamdani, M., & Artuti, E. (2024). Penggunaan ChatGPT Terhadap Berpikir Kritis Mahasiswa Dalam Menyelesaikan Masalah Geometri Analitik Ruang. EQUALS: Jurnal Ilmiah Pendidikan Matematika, 7, 105–118.
Rhaudyatun, A. (2017). Pengaruh Metode Cornell Note-Taking Terhadap Kemampuan Berpikir Reflektif Matematis Siswa. Jakarta: FITK UIN Syarif Hidayatullah Jakarta.
Rizaldi, M. (2020). Berpikir kreatif siswa SMP kelas IX saat melakukan kegiatan problem posing pada materi bangun datar. Universitas Negeri Malang.
Rizaldi, M., Hidayanto, E., & Rahardi, R. (2021). Berpikir Kritis Siswa Melalui Aktivitas Problem Posing dengan Konteks Masalah yang Tidak Masuk Akal. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 6(2), 191–198.
Rizaldi, M., Ratnawati, O. A., & Sasalia, P. (2025). Pengaruh Number Sense dan Working Memory terhadap Berpikir Kreatif Calon Guru Matematika Saat Problem Posing. 8, 42–50.
Rizaldi, M., Sasalia, P., & Pancarita. (2024). Efektivitas ChatGPT Untuk Mendorong Berpikir Kritis Mahasiswa Dalam Menyelesaikan Masalah Aljabar. EDU-MAT: Jurnal Pendidikan Matematika, 12, 168–181.
Sani, B. (2016). Perbandingan kemampuan siswa berpikir reflektif dengan siswa berpikir intuitif di Sekolah Menengah Atas. Jurnal Pendidikan Matematika Dan Sains, 4(2), 63–76.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2026 Try Gita Cahyani, Demitra Demitra, Muhammad Rizaldi
Artikel ini berlisensi Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
