The Analysis of Student’s Algebraic Reasoning Abilities in Reflective and Impulsive Cognitive Styles

Abstract

This study aims to describe the algebraic reasoning ability of high school students in reflective and impulsive cognitive styles. The design of this study is case study under qualitative descriptive research. Cluster sampling and purposive sampling were used as data collecting technique. The research subjects were four students of MA Nurul Huda Beringin with categories: two reflective subjects and two impulsive subjects. This study employed cognitive style test (MFFT), algebraic reasoning test, interview test and observation as the instruments. The data analysis techniques used in the form of data reduction, data presentation and drawing conclusions. The data were triangulated to test the validity. The results of the analysis algebraic reasoning abilities showed that the reflective subject has been able to meet the indicators at level 6 of algebraic reasoning (replacing numeric numbers with parameters, performing algebraic operations on two parameters and knowing the special nature of algebraic operations). Meanwhile, impulsive subjects have not been able to fulfill the indicators of level 6 algebraic reasoning (replacing numeric numbers with parameters, performing algebraic operations on two parameters and knowing the special nature of algebraic operations) in full. This is because the impulsive subject has not fully used the distributive property of algebraic multiplication in the process of solving three problems.