学生基于反射和冲动的认知力的数学推理轮廓

Faisal Faisal, Srimuliati Srimuliati, Khairatul Ulya, Leni Damayanti
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引用次数: 0

摘要

每个学生对学习概念的理解方式不同。这种不同的学习方式被称为学生的独特性,它影响着学生自身的认知方式。当学生接受需要良好推理能力的数学概念时,可以清楚地看到认知风格。本研究旨在确定学生如何处理基于认知风格的信息和推理,在这种情况下,反思和冲动的认知风格。本研究的对象为MAS Al-Jami'atul Washliyah Stabat十一年级的学生。通过MFFT (Matching Familiar Figure Test,匹配熟悉图测试)的各个阶段,我们选择了两名具有反思性和冲动性认知风格的学生。两名学生分别接受了关于三角概念的数学推理测试,随后进行了访谈以加深数据。数据分析使用三角测量,数据简化,数据呈现和验证。研究结果表明,在做给定的测试时,反思型学生比冲动型学生更倾向于在更长的时间内做到彻底和正确,反之亦然。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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