Analysis of Problem-Solving Abilities in Terms of Pseudo-Thinking
Analisis kemampuan pemecahan masalah ditinjau dari pikiran pseudo
Abstrak
This study aims to describe students’ problem-solving skills. These abilities include deep understanding involving conceptual aspects and the potential emergence of pseudo-thinking processes during solving mathematical problems. It is important for educators to understand students’ ability to solve problems, taking into account the possibility of pseudo-thinking during the problem-solving process. This type of research is descriptive qualitative research with 30 seventh-grade junior high school students as research subjects. Further analysis is conducted with 3 students categorized based on their mathematical abilities: high, medium, and low. Data analysis employs triangulation methods, including ability tests, observations, and interviews. The analysis process involves data reduction, presentation, and verification. The research findings indicate that students experience pseudo-thinking contexts at different steps of the problem-solving process, with a KT subject showing pseudo-thinking during the planning and checking steps, while a KS subject exhibits it during the implementation and checking steps. Similarly, a KR subject experiences pseudo-thinking throughout all of Polya’s problem-solving steps. It is hoped that future research will involve the development of teaching strategies that can reduce pseudo-thinking in students’ mathematical problem-solving processes.
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