Students proportional reasoning level in solving Ill structured problem on proportion material in terms of Gregorc’s thinking style

Pramono, Yasmine Az Zahra Awwalina, Abdussakir, Abdussakir ORCID: https://orcid.org/0000-0002-2764-4311, Irawan, Wahyu Henky and Sujarwo, Imam (2025) Students proportional reasoning level in solving Ill structured problem on proportion material in terms of Gregorc’s thinking style. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 9 (1). pp. 25-37. ISSN 2549-5070

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Abstract

This study examines the level of proportional reasoning in students when solving ill-structured problems concerning proportions, in terms of Gregorc's cognitive styles. A qualitative approach was used, involving 8 participants from grade VIII-B of MTsN Kota Batu. Based on the analysis, it can be concluded that students' cognitive styles affect their understanding of proportional reasoning. Students with a concrete sequential (CS) thinking style showed difficulty in understanding the concept of proportional and still relied on trial-and-error approaches, indicating they are at Level 0 (Non-proportional reasoning). Students with a abstract sequential (AS) and concrete random (CR) thinking style have used some visual or concrete aids, although they have not fully transitioned to a more systematic mathematical approach, placing them at Level 1 (Manipulative Proportional Reasoning). Meanwhile, students with an abstract random (AR) thinking style were able to use mathematical models to solve proportional problems but still faced challenges in consistently applying the correct method, leading them to Level 3 (Pre-multiplicative Proportional Reasoning). The differences in students' cognitive styles affect how they understand and apply the concept of proportional reasoning, including their ability to choose the appropriate method and maintain consistency in its application.

Item Type:	Journal Article
Keywords:	proportional reasoning; ill-structured problem; gregorc thinking style
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Divisions:	Faculty of Tarbiyah and Teaching Training > Department of Mathematics Education
Depositing User:	Abdussakir Abdussakir
Date Deposited:	25 Mar 2025 10:01

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