https://orcid.org/0000-0002-7215-3239
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
Problem-solving is an action that requires a thinking process to solve a mathematical problem. Reflective thinking is a mental activity that begins with confusion and repeatedly evaluation for problem-solving. The confusion is a doubt experience or mistakes conducted by individuals in determining a solution for problem-solving. The reflective thinkers categorized into productive, connective, and clarification. It distinguishes how problem-solvers overcome confusion. This study reveals the pattern-change and characteristics of analytical geometry problem-solving. The research urgency focuses on identifying characteristics of students’ reflective thinking pattern-change as well as contributing theories in determining indicators of reflective thinking. Research stages include administering analytical geometry problems to students that are solved by think-aloud techniques, making observations on observation and answer sheets, conducting interviews, reducing data, coding processes, analysing data, and concluding. The data include students’ answer sheets, think-aloud transcripts, observation sheets, and interview transcripts. Researchers administered the analytical geometry problems to mathematics education students in some universities in Indonesia. Based on data analysis and discussion, the study successfully concluded that the pattern-changes found are complete, incomplete, consistent, and inconsistent. Further research may focus on the development of an infused learning model in defragmenting students’ reflective thinking.
Acknowledgments
On this occasion, the researchers thank the Ministry of Research, Technology, and Higher Education as a sponsor through the BPPDN scheme and all student participants who contributed significantly to the completeness of research data.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Funding
Notes on contributors
Muhammad Noor Kholid
Dr. Muhammad Noor Kholid was born in Blora, Indonesia. He has been working as a lecturer since 2010 in Universitas Muhammadiyah Surakarta. He completed a master’s degree from the Department of Mathematics Education, Universitas Sebelas Maret Indonesia, in 2012 and a doctoral degree from Department of Mathematics Education, Universitas Negeri Malang, in 2020. His research interest is mathematical thinking for problem-solving, incredibly reflective thinking.
Cholis Sa’Dijah
Prof.Dr.Cholis Sa’Dijah, M.Pd, M.A. was born in Lamongan, Indonesia. She completed a master’s degree in mathematics education from IKIP MALANG (1989) and The Ohio State Univ., USA (1996). She completed a doctoral degree in mathematics education, Universitas Negeri Surabaya (2006). She engaged as a professor in mathematics education (2015) at Universitas Negeri Malang. Sa’dijah’s research interest is in mathematics education.
Erry Hidayanto
Dr.Erry Hidayanto was born in Madiun, Indonesia. He graduated from the Department of Mathematics Education, IKIP Malang, in 1990. He completed his master Department of Mathematics, Universitas Gajah Mada, in 1995. And then, he graduated doctoral degree in the Department of mathematics Education, Universitas Negeri Malang, in 2014. His research interest is in the thinking process for mathematics problem-solving.
Hendro Permadi
Dr.Hendro Permadi was born in Situbondo, Indonesia. He graduated from the Department of Statistics, Institut Pertanian Bogor, in 1991. He completed master’s degree from the Department of Statistics, Institut Teknologi Sepuluh Nopember Surabaya in 2003. And then, he graduated doctoral degree from the Department of Mathematics Education, Universitas Negeri Malang, in 2017. His research interest is in statistics and learning models.