Nur Avitri Siswarno, I. Nengah Parta
Mathematical inductive reasoning ability is a person's skill to use cognitive processes that involve drawing conclusions or making new general statements based on known specific statements. There are a differences in mathematical inductive reasoning abilities among students with different cognitive styles. The aim of this study is to describe the mathematical inductive reasoning abilities of students in solving contextual problems on proportional material viewed from reflective and impulsive cognitive styles. This research used a qualitative descriptive method. The subjects of this research were selected using purposive sampling, consisting of 2 students with reflective cognitive styles and 2 students with impulsive cognitive styles. The instruments used in this study included the MFFT test, proportional problem questions, and interview guidelines. This study provide a comparison of mathematical inductive reasoning abilities between students with reflective and impulsive cognitive style, a perspective that has been minimally explores in previous research. The results of the study indicate that reflective subjects could fulfill four indicators of mathematical inductive reasoning abilities, which are shown by finding solutions from several conditions of the problem case, estimating patterns from the discovered regularities, determining patterns from the found information, and generally concluding the relationship between the available information. Impulsive subjects were unable to fulfill all the indicators of mathematical inductive reasoning abilities. The subjects were only able to fulfill the indicators of finding solutions to several problem case conditions and estimating patterns from the discovered regularities. The finding suggest that reflective student may benefit from problem-solving with reasoning approaches, while impulsive students may need guidance to improve pattern recognition and generalization skills. This insight can help educators design intervention tailored to student’s cognitive style, contributing to more effective mathematical learning strategies. © 2025 American Institute of Physics Inc.. All rights reserved.
Mathematics Department, Universitas Negeri Malang, Jalan Semarang 5, Malang, 65145, Indonesia
