Analysis of Reflective Student Analogy Reasoning in Solving Geometry Problems

Abstract

Abstract In math subjects, students must involve an analogy reasoning in solving geometry problems. Where students were required to use the ability of reasoning analogy which one of them in solving the building of curved side space (BRSL) with a previously studied concept was a flat building. The ability of reasoning analogy was thought to be influenced by the characteristics of students, that was cognitive style. The purpose of this study was to analyze the reasoning of analogies that reflective students had in solving geometry problems. The study was conducted on 27 students with varying cognitive styles. The research began with a Matching Familiar Figure Test (MFFT) to classify reflective cognitive styles, followed by the Mathematical Ability Test (TKM). Then one reflective student was selected at high-skilled, one moderate-skilled student, and one low-skilled student. Furthermore, a BRSL analogy reasoning test (TPABRSL) was conducted and concluded with an interview. Research shows that High Reflective Students (SRT) can pass through all stages of analogy reasoning, namely encoding, inferring, mapping, and applying. Meanwhile, Moderate Reflective Students (SRS) and Low Reflective Students (SRR) were unable to pass all stages of analogy reasoning appropriately due to errors in the use of existing concepts and procedures.