REFRACTIVE THINKING OF VISUALIZER AND VERBALIZER STUDENTS OF MIDDLE SCHOOLS IN SOLVING GEOMETRY PROBLEMS

Dinda Fatmalasari, Tatag Siswono

Abstract


Refractive thinking is a person's mental activity in making a decision in solving a problem which is through reflective and critical thinking. Differences in cognitive style in a person affects the differences in refractive thought processes. This is expected to be a liaison for educators to train students by providing varied problems both using pictures and words. This qualitative research aims to describe the stages of refractive thinking of visualizer students and junior verbalizers in solving geometry problems. The method of collecting data through written tests and interviews. Written tests were given to 57 students of 8th grade students of state junior high schools in Jombang. The research subjects consisted of one student with cognitive style visualizer and one student with verbalizer cognitive style with each subject having high mathematical ability. The results showed that at the identified of problem stage, visualizer students recognized and identified some of the information contained in the problems tended to be faster than verbalizer students. At the strategic stage, visualizer students used image information to found alternative solutions, while verbalizer students used formulas that have been obtained before. This showed that both the visualizer student and the verbalizer student have shown indications of refractive thinking. At the evaluation stage, the student visualizer and verbalizer explained the method used based on logical and appropriate arguments but in the different way.

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