Berpikir Reflektif Siswa dalam Menyelesaikan Masalah Geometri Ditinjau dari Gaya Kognitif Verbalizer-Visualizer

Abstract

Reflective thinking is plays an important role in the process of understanding, analyzing, evaluating, and improving problem-solving strategies. Meanwhile, the verbalizer-visualizer cognitive style influences the way students receive and process information, thus potentially forming differences in reflective thinking patterns when solving geometry problems. The purpose of this study is to describe students' reflective thinking in solving geometry problems in terms of verbalizer and visualizer cognitive styles. This study is a descriptive study using a qualitative approach. The subjects consisted of two ninth-grade junior high school students who have verbalizer and visualizer cognitive styles. The research data were obtained through geometry problem-solving tests and task-based interviews. The data obtained were analyzed by condensing the data, presenting the data, and drawing conclusions. The results of the study show that: (a) students with a verbalizer cognitive style in suggestion, students explain their initial idea using key words in the text; in intellectualization, they look for the meaning of confusing words by rereading the problem; in guiding ideas, they use their initial idea to write down the dimensions of geometric shapes sequentially; in reasoning, they explain the solution steps using word descriptions; in testing hypotheses by action, they test their answers by comparing calculation results and explaining the conclusions they write. (b) students with a visualizer cognitive style in suggestion, explain their initial ideas through pictures and visualizations; in intellectualization, they look for the meaning of words by looking at pictures and redrawing them; in guiding ideas, they use their initial ideas to gather information through pictures; in reasoning, they explain their solution steps by connecting calculations with visualizations and correcting miscalculations. In hypothesis testing by action, students verify their answers by comparing their calculations and explaining their final conclusions based on the revised results. Thus, reflective thinking and the verbalizer-visualizer cognitive style are useful in learning to understand students' problem-solving processes.