Characteristics of Students’ Intuitive Thinking in Solving Mathematical Problems

  • Maria Ulpah IAIN Purwokerto
Keywords: intuitive thingking, mathematics, students

Abstract

Intuition is one of important thing in the process of solving mathematical problems. It works as cognitive mediation. In this understanding, intuition can be made as a bridge to students' understanding so that it can be accessed in linking imagined objects with the desired alternative solutions. In other words, students can determine what strategies or steps should be taken to get a problem solution, especially contextual problems that have completion steps that cannot be accessed directly. Intuitive thinking often occurs in mathematical problem solving. This was also seen in the mathematical students of IAIN Purwokerto. Based on the teaching experience so far, it was found that many students gave spontaneous answers without analyzing first. So, the researcher studied how characteristics of students’ intuitive thinking are. This research used qualitative with descriptive-exploratory type of research and used test to identify the characteristics of students’ intuitive thinking in solving mathematical problems. Results showed that students’ characteristics consisted of extrapolative, implicitly, persistently, coercively, and the power of synthesis.

References

Daryanto. (1997). Kamus Bahasa Indonesia Lengkap. Surabaya: Apollo Lestari.
Dreyfus, T., & Eisenberg, T. (1982). Intuitive functional concepts: A baseline study on intuitions. Journal for Research in Mathematics Education, 13(5), 360-380.
Fischbein, E. (1999). Intuitions and Schemata in Mathematical Reasoning. Educational Studies in Mathematics. 38,11–50.
Kamandoko & Suherman. (2017). Profil Intuisi Matematis Siswa dalam Pemecahan Masalah Matematika ditinjau dari Gaya Kognitif Field Independent dan Field Dependent. Journal of Research LPPM IKIP PGRI Madiun, 5(1), 1-8.
Kustos, P. N. (2010). Trens concerning four misconception in student’s intuitively-based probabilistic reasoning sourced in the heuristic of representativeness. Available at http://udini.proquest.com/view/trends-concerning- four.
Muniri. (2013). Karakteristik Berpikir Intuitif Siswa dalam Menyelesaikan Masalah Matematika. Proceeding of Mathematics and Mathematics Education Conference, UNY November 9, 2013.
Nurdalilah. (2010). “Perbedaan Kemampuan Penalaran Matematika dan Pemecahan Masalah pada Pembelajaran Berbasis Masalah dan Pembelajaran Konvensional di SMA N 1 Kualuh Selatan”. Journal of Mathematics Education Paradikma, 6(2):109-119.
Sukayasa. (2012). Pengembangan Model Pembelajaran Berbasis Fase-Fase Polya untuk Meningkatkan Kompetensi Penalaran Siswa SMP dalam Memecahkan Masalah Matematika. Journal of Mathematics Education Aksioma 1(1).
Susanto, H. A. (2012). Pemahaman Mahasiswa Field Independent dalam Pemecahan Masalah Pembuktian pada Konsep Guru. Journal of Mathematics Education Aksioma, 1(1).
Usodo, Budi. (2012). Karakteristik Intuisi Siswa SMA dalam Memecahkan Masalah Matematika Ditinjau dari Kemampuan Matematika dan Perbedaan Gender. Journal of Aksioma 1(1).
Polya. (1980). How to Solve it. Princeton: University Press
Published
2019-04-12
How to Cite
Ulpah, M. (2019). Characteristics of Students’ Intuitive Thinking in Solving Mathematical Problems. International Conference of Moslem Society, 3, 48-57. https://doi.org/https://doi.org/10.24090/icms.2019.2327