PROSES BERPIKIR SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI MYER BRIGSS TYPE INDICATOR

STUDENTS' THINKING PROCESS IN SOLVING CONTEXTUAL MATHEMATICS PROBLEMS REVIEWED FROM MYER BRIGSS TYPE INDICATOR

Abstrak

Kata kunci : proses berpikir, masalah matematika kontekstual, myer brigss type indicator, extrovert dan introvert

Abstract

Differences in students' thinking processes in solving problems can be influenced by personality types, namely Extrovert and Introvert. The purpose of this study was to describe the thought processes of extroverted and introverted students in solving contextual math problems. This research is a qualitative descriptive study. The instruments used are personality type questionnaire, Mathematical Ability Test (TKM), Problem Solving Test (TPM), and interview guidelines. This research was carried out on class XI high school students with equivalent abilities. The results of this study indicate that both extroverted and introverted students are able to perform all stages of the thinking process in solving mathematical problems. Extroverted and introverted students at the time of receiving information read the questions carefully. Extroverted students read only once, while introverted students read several times. However, at the information processing stage, extroverted students experienced errors in selecting the optimum value for the completion results. Introverted students can carry out plans to change the problem to a mathematical model, look for points traversed, draw graphs, test points, determine the settlement area, test the corner point method and find the correct solution. Extroverted students can make conclusions from the problems given even though the answer sheets are not written down, extroverted students re-examine the results they have done by reading from the beginning without counting again. While introverted students can write down the conclusions obtained and re-examine the results done by reading and recalculating. The results of this study become input for teachers to pay attention to students' thinking processes by providing contextual math problems.