Reflective Thinking Ability of Grade IX Students in Solving Social Arithmetics Problems

Abstract

This study aims to describe students’ reflective thinking abilities in solving social arithmetic problems. A qualitative approach with a case study design was employed. The research subjects were two ninth-grade students at MTs Islamiyah Pakis, selected purposively based on the mathematics teacher’s recommendation, consisting of one student with proficient ability and one student with less proficient ability in understanding mathematical tasks. Data were collected through written tests and semi-structured interviews, with the test items constructed based on the three indicators of reflective thinking, namely reacting, comparing, and contemplating. The findings revealed differences in reflective thinking abilities between the two subjects. The student with less proficient ability achieved only the reacting indicator, demonstrating an understanding of the problem but an inability to connect it with prior experiences or reflect on the steps taken. In contrast, the student with proficient ability fulfilled all indicators, showing the ability to understand the problem, relate it to previous experiences, and review and evaluate the process carried out. These results indicate that students with stronger mathematical ability tend to demonstrate more advanced reflective thinking.