Profil Proses Berpikir Siswa SMP Dalam Memecahkan Masalah Matematika Ditinjau Dari Gaya Kognitif Reflektif dan Impulsif

Ari Aditya Mustoha. PROFILE OF JUNIOR HIGH SCHOOL STUDENT’S THINKING PROCESS IN SOLVING MATHEMATICS PROBLEM BASED ON POLYA’S STEPS REVISED FROM REFLECTIVE AND IMPULSIVITY COGNITIVE STYLE (Research Was Done on SMP I Tirtomoyo Wonogiri Regency Academic Year 2014/2015). Skripsi. Faculty of Teacher Training and Education Sebelas Maret University. July 2015. This study aimed to describe: (1) profile of junior high school student’s thinking process with reflective cognitive style in solving mathematics problems based Polya’s steps, and (2) profile of junior high school student’s thinking process with impulsive cognitive style in solving mathematics problems based Polya’s steps. The mathematics problem solving in this research used Polya’s steps, namely understanding the problem, devising a plan, carrying out the plan, and looking back the answer. This research is a qualitative descriptive research. The subjects of this research were taken by using technique of purposive sampling. The subjects of this research were four 8th-F grade students of SMP Negeri I Tirtomoyo Wonogiri, which consists of 2 students with reflective cognitive style, and 2 students with Impulsive cognitive style. The data were collected through questionnaire and task-based interview technique on subject matter of two variables linear equations system. The data were validated using time triangulation and reference. Steps of data analyze was data reduction, presentation, and conclusion (verification). Based on the results of data analysis, it was obtain that: (1) The thinking process profile of student RE (reflective) in solving mathematics problem were: (a) in understanding problem, student did the thinking process of assimilation and accomodation, which student could directly identify what the known fact and what the asked problem and student also looking for a relationship similar problems were never resolved or encountered. Then student also stated that the information obtained did sufficient to resolved this problem, (b) the devising a plan, student did the thinking process of assimilation, which students could directly determine what step and method, (c) in carrying out the plan, student did the thinking process of assimilation, which student could directly solve the problem in accordance with the plans that have been made previously, and (d) in looking back the answer, student did the thinking processes of assimilation and accommodation, which on the first problem, student made problem solving with another method to looking back the answer. While on the second problem, student used the results and equations that have been made previously; and (2) The thinking process of student IM (impulsive) in solving mathematics problems are: (a) student did thinking process of assimilation and accommodation in understanding the problem, which student could directly identify what the known fact and what the asked problem and student also looking for a relationship similar problems were never resolved or encountered. Then student also stated that the information obtained did sufficient to resolved this problem, (b) student did imperfection thinking process of assimilation in devising a plan because students could directly determine what step and method, but could not create a mathematics model of what is already known, (c) student did not thinking process of assimilation and accommodation in carrying out the plan because student could not arrange plan, and (d) student did not thinking of assimilation and accommodation to looking back the answer because student could not solve the problem so that no answer must been looked back the answer. Keywords: thinking process profile, problem solving, Polya’steps, Reflective and impulsive cognitive style