Flexibility of Guardian and Artisan Selected Students in Solving Fraction Problems

The aim of this study is to describe flexibility of students with guardian and artisan personality types in solving fraction problems. This study is a descriptive study using qualitative approach. The subjects consisted of two 8th grade students that were measured by Personality Classification Test (PCT) and Mathematics Ability Test (MAT). Data collection methods used in this study were written tasks and task-based interviews. Then, the data were analyzed using three stages, namely, data condensation, data display, as well as drawing and verifying conclusion. The results of this study showed that the student with guardian personality type used only one strategy in solving fraction problems, namely the concept of addition and fraction multiplication, and the answers obtained are incorrect. On the other hand, the student with artisan personality type used two different strategies in solving fraction problems, namely drawing a picture, and used a variable which then obtaining correct answers. Thus, it could be concluded that student with artisan personality type is more flexible than student with guardian personality type in solving fraction problems. This study can be used as a guideline in the future assessment of flexibility of student with guardian and artisan personality types. Keywords—flexibility, problem-solving, personality types, fraction problems