Geometry Problem-Solving Process of Two Gifted Students with Different Cognitive Styles Dana Arif Lukmana
IAIN Ternate
Abstract
The idea in this study was motivated by a study that found that giftedness in mathematics is also owned by individuals who have different cognitive styles (FI and FD). It contradicts previous studies that explained that FI individuals tend to have better analytical thinking skills than FD individuals. Therefore, this study reveals how FI Individuals and FD Individuals who are both talented in mathematics carried out the geometric problem-solving process. This descriptive study involved high school mathematics gifted students using a purposive sampling technique from several students participating in a mathematics competition. Furthermore, the researchers conducted a GEFT test (Group Embedded Figure Test) to determine their cognitive style and then determined the subject consisting of FI and FD Individuals, one person each. Data collection was carried out by giving an equivalent geometry test of validated national competition questions to FI and FD Individuals, then interviewing them about the details of the problem-solving process, starting from understanding the problem, planning, implementing the plan, and looking back. The results show that Individuals FI and FD both produce correct answers with entirely different approaches. Both can understand the problem correctly, but the patterns and structures they found are different and impact proposing different solutions. FI individuals take a relatively more complicated path than FD individuals. In addition, FI individuals tend to intuitively check every step of the process while FD individuals do not.
Keywords: Problem solving, Geometry, Gifted Students, Cognitive Style
