ANALISIS EPISTEMOLOGICAL OBSTACLE SISWA SMA DALAM MENYELESAIKAN MASALAH SPLDV DITINJAU DARI GAYA KOGNITIF REFLEKTIF-IMPULSIF

Authors

  • Ibrahim Yusup Nasution Universitas Wiralodra
  • Mellawaty Mellawaty Universitas Wiralodra
  • Nono Surono Universitas Wiralodra

DOI:

https://doi.org/10.26618/sigma.v17i1.18121

Keywords:

Epistemological Obstacle, Reflective Cognitive Style, Impulsive Cognitive Style

Abstract

Hambatan epistemologi muncul akibat keterbatasan pengetahuan siswa dalam konteks tertentu, meliputi hambatan konseptual, prosedural, dan teknik operasional, yang terkait dengan cara siswa memproses informasi dan gaya kognitifnya. Penelitian deskriptif kualitatif di SMA Negeri 2 Indramayu menggunakan angket MFFT, tes kontekstual, dan wawancara yang diikuti oleh 34 siswa dan akan dipilih dua subjek penelitian yang menunjukkan perbedaan signifikan antara siswa reflektif dan impulsif. Siswa reflektif (NL/RE1) mengalami 0% hambatan konseptual dan prosedural, serta 16,67% teknik operasional, sementara siswa impulsif menghadapi 22,22% konseptual, 55,55% prosedural, dan 50% teknik operasional. Secara keseluruhan, hambatan epistemologi siswa tergolong sedang/cukup tinggi, dengan siswa impulsif lebih rentan mengalami kendala dibandingkan siswa reflektif.

Author Biographies

  • Ibrahim Yusup Nasution, Universitas Wiralodra
    Matematika
  • Mellawaty Mellawaty, Universitas Wiralodra
    Matematika
  • Nono Surono, Universitas Wiralodra
    Matematika

References

Abu Bakar, Z., & Ali, R. (2018). Interchangeable Concept of Cognitive Styles and Learning Styles: a Conceptual Analysis. Journal of Education and Learning (EduLearn), 12(2), 179–187. https://doi.org/10.11591/edulearn.v12i2.6573

Afdila, N. F., & Roza, Y. (2018). Analisis Kesalahan Siswa Dalam Menyelesaikan Masalah Kontekstual Materi Bangun Ruang Sisi Datar Berdasarkan Tahapan Kastolan. LEMMA : Letters of Mathematics Education, 5(1), 65–72.

Aprilia, N. Ci., Sunardi, & Trapsilasiwi, D. (2015). Proses Berpikir Siswa Gaya Kognitif Reflektif dan Impulsif dalam Memecahkan Masalah Matematika di Kelas VII SMPN 11 Jember. Jurnal Edukasi , 31–37.

Awaliya, V. I., & Masriyah, M. (2022). Proses Berpikir Kritis Siswa SMA dalam Memecahkan Masalah Matematika Ditinjau dari Gaya Kognitif Reflektif dan Impulsif. MATHEdunesa, 11(1), 70-79. https://doi.org/10.26740/mathedunesa.v11n1.p70-79

Dewi, F. C., Mahani, P., & Wijayanti, D. (2021). Hambatan Epistemologi Siswa Dalam Materi Persamaan Eksponen. Jurnal Equation, 4(1).

Engelbrecht, J., Borba, M. C., & Kaiser, G. (2020). Will 2020 be remembered as the year in which education was changed? ZDM Mathematics Education, 52(5), 821–834.

https://doi.org/10.1007/s11858-020-01185-3

Fatirul, A. N., Walujo, D. A., Gunawan, W., Taukid, A., & Ashari, V. R. (2023). Pengaruh Strategi Project Based Learning Dengan Aktivitas Wise Dan Gaya Kognitif Terhadap Kemampuan 4Cs.

Fuadiah, N. F. (2015). Epistemological Obstacles On Mathematic’s Learning In Junior High School Students: A Study On The Operations Of Integer Material.

Frederick, S. (2022). Cognitive reflection and decision making. Journal of Economic Perspectives, 36(1), 127–150. https://doi.org/10.1257/jep.6.1.127

Glomb, K., Piotrowski, P., Gulla, B., Romanowska, I., & Mastek, M. (2025). ‘Slow down, one detail at the time!’ the influence of reflective-impulsive cognitive style on the recollection of criminal events. Psychological Research, 89(1). https://doi.org/10.1007/s00426-024-02043-7

Gulvara, M. A., Suryadi, D., & Islamiyah, W. (2023). Learning Obstacle dalam Soal Pemecahan Masalah Matematis Siswa pada Pembelajaran Materi Bangun Ruang Sisi Datar. Jurnal Cendekia : Jurnal Pendidikan Matematika, 7(3), 2327–2337. https://doi.org/10.31004/cendekia.v7i3.2605

Ilman, S., Masriyah, M., & Sulaiman, R. (2024). Proses Berpikir Kritis Siswa SMP dalam Menyelesaikan Masalah Matematika Ditinjau Dari Gaya Kognitif Reflektif dan Impulsif. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 5(1), 1293-1300.

https://doi.org/10.62775/edukasia.v5i1.1025

Mittal, K., & Kaur, R. (2024). Cognitive Styles Among College Students in Relation to Some Demographic Variables. 12(2). https://doi.org/10.25215/1202.402

Parawansa, F. A., & Siswanto, R. D. (2021). Hambatan epistemologi peserta didik dalam menyelesaikan aritmatika sosial berdasarkan gaya belajar dan perbedaan gender. Jurnal Cendekia: Jurnal Pendidikan Matematika, *5*(3), 2532–2547.

https://doi.org/10.311004/cendekia.v5i3.784

Peters, E., Västfjäll, D., Slovic, P., Mertz, C. K., Mazzocco, K., & Dickert, S. (2022). Numeracy and decision making in emotionally charged contexts. Nature Human Behaviour, 6(4), 467–476. https://doi.org/10.1038/s41562-021-01276-5

Rittle-Johnson, B., Schneider, M., & Star, J. R. (2015). Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics. Educational Psychology Review, 27(4), 587–597. https://doi.org/10.1007/s10648-015-9302-x

Sari, I., Lestari, L., Kusuma, D., & Mafulah, S. (2022). Metode Penelitian Kualitatif (1st ed.). Unisma Press.

Smith & Jones (2022). Cognitive Impulsivity and Epistemic Challenges in Student Learning. Learning and Instruction, Vol. 80, 101620. https://doi.org/10.1016/j.learninstruc.2022.101620

Stylianides, G. J., & Stylianides, A. J. (2017). Research-based interventions in mathematics. Educational Studies in Mathematics, 95(1), 1–7. https://doi.org/10.1007/s10649-017-9755-6

Ulpa, F., Marifah, S., Maharani, S. A., & Ratnaningsih, N. (2021). Analisis Kesalahan Siswa dalam Menyelesaikan Soal Kontekstual pada Materi Bangun Ruang Sisi Datar Ditinjau dari Teori Nolting. Square : Journal of Mathematics and Mathematics Education, 3(2), 67–80. https://doi.org/10.21580/square.2021.3.2.8651

Downloads

Additional Files

Published

2025-08-13

Issue

Vol. 17 No. 1: Juni 2025

Section

Articles

License

Copyright (c) 2025 SIGMA: JURNAL PENDIDIKAN MATEMATIKA

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

With the receipt of the article by the SIGMA: Jurnal Pendidikan Matematika Editorial Board and the decision to be published, then the copyright regarding the article will be diverted to SIGMA: Jurnal Pendidikan Matematika.

Universitas Muhammadiyah Makassar as the publisher of SIGMA: Jurnal Pendidikan Matematika hold the copyright regarding all the published articles in this journal.

Universitas Muhammadiyah Makassar has the right to multiply and distribute the article and every author is not allowed to publish the same article that was published in this journal. 

The manuscript authentic and copyright statement submission can be downloaded ON THIS FORM.