Transformations Of Students' Mathematical Reasoning In Solving PISA-Like Problems: A Commognitive Perspective

Abstract

Low performance in international assessments such as the International Student Assessment Program (PISA) highlights the challenges that Indonesian students constantly face when facing non-routine and context-rich mathematical problems. This study aims to explore the transformation of students' mathematical reasoning in solving PISA-like problems using a commonishative perspective. This study uses a descriptive qualitative approach. The subject of this study involves 2 students who were selected based on the results of interviews with the teaching teacher. The subject selection technique used is purposive sampling. Data collection in this study uses tests, interviews and observations. The validity of the data used is triangulation method, namely by looking at test results, interviews, and observations. This research was conducted in one of the high schools in Central Java. The data analysis used in this study includes data collection, data reduction, data presentation, and conclusion drawing. The findings of the study showed that the first student successfully met all the indicators of mathematical reasoning, including making written mathematical statements, predicting answers, compiling evidence through rebuttal arguments, generalizing spatial relationship patterns, and drawing valid conclusions after going through the cognitive restructuring process. On the other hand, the second student only met the indicators of making initial mathematical statements, predicting answers, and refuting concepts through verbal mediation, but failed to meet the indicators of pattern generalization, preparation of proof steps, and drawing conclusions due to dependence on mechanical procedures and confusion of mathematical dimensions.