Dynamism of Open-Ended Problem Solving: Study on Junior High School Students Behavior Based on Keirsey Personality Type

Problem solving becomes one of several competencies which forms the heart of the mathematics literate. Reviewing the process, it cannot only be explained linearly. There is a great chance that steps will be taken again. This study addresses the dynamism of open-ended problem solving shown by junior high school students with different personality types, namely guardian, artisan, rational, and idealist. The grade 7, which consists of 31 students, was purposively selected from eight classes of SMPN 5 Sidoarjo. All students had to answer Keirsey personality questionnaires, mathematics ability and open-ended problem tests. There were 15 guardians, 9 artisans, 3 rationals, 2 idealists, and 2 students were not included in any type. Four students with high mathematics ability and represented each type of Keirsey personalities were volunteer interviewed based on their answers of open-ended problem test. Data were analyzed based on the steps of Krulik and Rudnick problem solving, namely read and think, explore and plan, select a strategy, find an answer, and reflect and extend. When solving open-ended problem, guardian, artisan, and idealist students commonly repeated the previously steps taken. This condition demonstrates dynamism in problem solving. On the contrary, the rational student showed a linear process because they did not repeat the chosen steps. This results motivate teachers to familiarize some extensively exercising on problem solving skills by considering to personality differences of students. Keywords—problem solving; open-ended problem; Keirsey personality type.