Proses Berpikir Kritis Siswa SMP dalam Pengajuan Masalah (Problem Posing) pada Materi Bangun Datar Ditinjau dari Perbedaan Gaya Kognitif dan Gender

Analysis of Junior High School Students Critical Thinking Through Problem Posing On Two-Dimentional Figure Material In Terms of Cognitive Style and Gender

Berpikir Kritis adalah proses mental yang memiliki tujuan yaitu menguji dan membuktikan suatu konsep, menafsirkan makna dari sesuatu, serta memecahkan masalah melalui proses menginterpretasi, menganalisis informasi, mengevaluasi, menyimpulkan, menjelaskan kembali berdasarkan pertimbangan yang sehat dan fakta yang mendukung. Dalam pembelajaran matematika, khususnya pada kegiatan pengajuan masalah (Problem Posing), berpikir kritis sangat diperlukan agar siswa mampu memahami situasi masalah, mengembangkan masalah baru, serta menyelesaikannya secara tepat. Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kritis siswa SMP dalam pengajuan masalah (Problem Posing) pada materi bangun datar ditinjau dari perbedaan gaya kognitif dan gender. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subjek penelitian terdiri atas siswa kelas VIII yang dikelompokkan berdasarkan gaya kognitif Field Dependent (FD) dan Field Independent (FI) serta perbedaan gender maskulin dan feminin. Pengumpulan data dilakukan melalui angket kecenderungan gender, tes gaya kognitif, tes kemampuan matematika, tes pengajuan masalah, dan wawancara. Analisis data difokuskan pada tahapan berpikir kritis yang meliputi interpretasi, analisis, inferensi, evaluasi, eksplanasi, dan regulasi diri. Hasil penelitian menunjukkan bahwa proses berpikir kritis siswa dalam pengajuan masalah berbeda berdasarkan gaya kognitif dan gender. Pada tahap interpretasi Problem Posing orientasi, siswa mampu memahami permasalahan dan mengidentifikasi informasi yang diketahui serta yang ditanyakan, namun siswa FD cenderung bergantung pada konteks visual, sedangkan siswa FI lebih mengacu pada konsep yang dimiliki. Pada tahap analisis Problem Posing koneksi, siswa mengidentifikasi hubungan antar konsep bangun datar, seperti hubungan keliling dan luas, dengan siswa FI menunjukkan kemampuan analisis yang lebih mendalam dibandingkan siswa FD. Pada tahap inferensi prolem posing generasi, siswa menarik kesimpulan dan mempertimbangkan kecukupan informasi, siswa FI menarik kesimpulan engan mempertimbangkan dua alternatif penyeleaian dan hasil evaluasi. Namun siswa FD masih bergantung pada kesesuaian hasil akhir dan penyelesaian yang diberikan soal tanpa penalaran alternatif yang kuat. Pada tahap evaluasi Problem Posing refleksi, kemampuan siswa dalam menilai kebenaran klaim dan argumen masih terbatas, terutama pada siswa bergaya kognitif FD yang melakukan pengecekan berdasarkan hasil akhir atau pendapat orang lain. Pada tahap eksplanasi Problem Posing refleksi dan generasi, siswa mampu menyatakan hasil dan menjelaskan langkah penyelesaian, namun justifikasi prosedur dan penyajian argumen secara logis masih belum optimal pada siswa FD feminin. Pada tahap regulasi diri Problem Posing refleksi, siswa FD belum sepenuhnya mampu memantau dan mengoreksi proses berpikirnya, siswa FD masih terpengaruh dengan hasil dan pendapat siswa lain, refleksi yang dilakukan juga lebih menekankan pada hasil akhir daripada evaluasi proses. Secara umum, proses berpikir kritis siswa SMP dalam pengajuan masalah (Problem Posing) pada materi bangun datar berbeda berdasarkan gaya kognitif dan gender. Siswa dengan gaya kognitif FI memenuhi indikator berpikir kritis secara lebih lengkap pada tahap interpretasi, analisis, inferensi, evaluasi, eksplanasi, dan regulasi diri. Sementara itu, siswa FD mampu memenuhi indikator interpretasi, analisis, inferensi, dan eksplanasi dasar, tetapi belum optimal pada tahap evaluasi dan regulasi diri karena masih bergantung pada hasil akhir atau bantuan eksternal. Ditinjau dari gender, siswa maskulin lebih memperhatikan konsep yang sesuai dengan soal dan langsung pada penyelesaian, sedangkan siswa feminin lebih runtut, detail, dan teliti dalam menjelaskan langkah penyelesaian. Temuan ini diharapkan dapat menjadi dasar bagi guru dalam merancang pembelajaran matematika yang mendukung pengembangan berpikir kritis melalui Problem Posing dengan mempertimbangkan perbedaan gaya kognitif dan gender siswa.

Kata Kunci : berpikir kritis, problem posing, bangun datar, gaya kognitif, gender.

Critical thinking is a mental process aimed at examining and validating concepts, interpreting meaning, and solving problems through processes of interpreting, analyzing information, evaluating, drawing conclusions, and explaining ideas based on sound judgment and supporting evidence. In mathematics learning, particularly in Problem Posing activities, critical thinking is essential to enable students to understand problem situations, construct new problems, and solve them appropriately. This study aims to describe the critical thinking processes of junior high school students in Problem Posing activities on plane geometry topics viewed from differences in cognitive style and gender.This research employed a qualitative descriptive approach. The research subjects consisted of eighth grade students grouped based on cognitive style Field Dependent (FD) and Field Independent (FI) as well as masculine and feminine gender differences. Data were collected through a gender tendency questionnaire, cognitive style test, mathematics ability test, Problem Posing test, and interviews. Data analysis focused on stages of critical thinking, including interpretation, analysis, inference, evaluation, explanation, and self-regulation. The results indicate that students’ critical thinking processes in Problem Posing differ according to cognitive style and gender. At the interpretation stage, students were able to understand the problem and identify given and required information; however, FD students tended to rely on visual context, while FI students were more independent in interpreting information. At the analysis stage, students identified relationships among plane geometry concepts, such as the relationship between perimeter and area, with FI students demonstrating deeper analytical abilities than FD students. At the analysis stage in the Problem Posing connection process, students identified relationships among plane geometry concepts, such as the relationship between perimeter and area, with FI students demonstrating deeper analytical abilities compared to FD students. At the inference stage in the Problem Posing generation process, students drew conclusions and considered the sufficiency of information. FI students drew conclusions by considering two alternative solution strategies and evaluation results. Meanwhile, FD students still depended on the conformity of final answers and the provided solutions without strong alternative reasoning. At the evaluation stage in the Problem Posing reflection process, students’ ability to assess the correctness of claims and arguments was still limited, especially among FD students who checked answers based on final results or other people’s opinions. At the explanation stage in the Problem Posing reflection and generation processes, students were able to state results and explain solution steps; however, procedural justification and logical presentation of arguments were still not optimal among feminine FD students. At the self-regulation stage in the Problem Posing reflection process, FD students were not yet fully able to monitor and correct their thinking processes, as they were still influenced by the results and opinions of other students. Their reflections also focused more on final answers rather than evaluating the process itself. In general, junior high school students’ critical thinking processes in Problem Posing on plane geometry material differed based on cognitive styles and gender. Students with FI cognitive styles fulfilled critical thinking indicators more completely in the stages of interpretation, analysis, inference, evaluation, explanation, and self-regulation. Meanwhile, FD students were able to fulfill the basic indicators of interpretation, analysis, inference, and explanation, but were not yet optimal in evaluation and self-regulation because they still depended on final results or external assistance. In terms of gender, masculine students focused more on concepts directly related to the problem and on obtaining solutions, whereas feminine students were more systematic, detailed, and careful in explaining solution steps. These findings are expected to serve as a basis for teachers in designing mathematics learning that supports the development of critical thinking through Problem Posing by considering students’ cognitive styles and gender differences.

Keywords: critical thinking, problem posing, plane geometry, cognitive style, gender.