REFLECTIVE THINKING OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING NUMERACY PROBLEMS VIEWED FROM MATHEMATICAL ABILITY

2026-02-27T14:50:22+00:00

This research aims to explore in depth the reflective thinking processes of junior high school students in solving numeracy problems based on mathematical ability. The study employed a qualitative approach with a case study design involving six female students from class IX H of SMP Negeri 31 Surabaya, consisting of two high-ability students, two medium-ability students, and two low-ability students selected through purposive sampling. Data collection was conducted through the Mathematical Ability Test, the Numeracy Problem Test in an algebraic context, and semi-structured interviews, and the data were analyzed descriptively and qualitatively following the Miles and Huberman model, with source triangulation to ensure data validity. The research findings reveal significant differences in reflective thinking characteristics across mathematical ability categories. High-ability students demonstrated comprehensive reflective thinking with strong metacognitive awareness, capable of accurately identifying variables, flexibly planning strategies, and conducting thorough evaluations, including exploration of alternatives. Medium-ability students had strong foundations in reflective thinking but tended to perform procedural checks without in-depth exploration, indicating a transitional stage in metacognitive awareness development. Low-ability students experienced significant limitations in reflective thinking and metacognitive awareness, exacerbated by low self-confidence. This research concludes that differentiated learning tailored to students' ability levels is necessary: low-ability students require intensive scaffolding, medium-ability students need guidance in transitioning from procedural to strategic reflection, and high-ability students require complex challenges to optimize their metacognitive abilities.

AN EXPLORATORY MIXED METHODS STUDY OF STUDENTS’ CRITICAL THINKING BASED ON SELF-REGULATED LEARNING IN NUMERACY LITERACY PROBLEM SOLVING

2025-11-27T13:34:05+00:00

This study aims to explore students’ critical thinking skills in solving numeracy literacy problems based on their levels of Self-Regulated Learning (SRL). The research employed a mixed-methods approach with an explanatory sequential design, involving 36 eleventh-grade students from a public senior high school in Bojonegoro. Quantitative data were collected through SRL questionnaires and numeracy literacy tests, while qualitative data were obtained from in-depth interviews with students representing high, medium, and low SRL categories. The results reveal a consistent relationship between SRL levels and critical thinking abilities. Students with high SRL demonstrated systematic and reflective critical thinking, encompassing interpretation, analysis, evaluation, and reflection. Students with medium SRL showed adequate analytical and evaluative abilities but were less consistent in reflection, while students with low SRL tended to rely on procedural thinking without re-evaluating their results. This study contributes by providing an exploratory mixed-methods profile of students’ critical thinking across different levels of self-regulated learning in numeracy literacy problem solving. The findings suggest that enhancing self-regulation plays a vital role in fostering students’ critical thinking, particularly in numeracy literacy tasks that require logical reasoning and metacognitive reflection.

Journal of Mathematics Education and Science

REFLECTIVE THINKING OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING NUMERACY PROBLEMS VIEWED FROM MATHEMATICAL ABILITY

AN EXPLORATORY MIXED METHODS STUDY OF STUDENTS’ CRITICAL THINKING BASED ON SELF-REGULATED LEARNING IN NUMERACY LITERACY PROBLEM SOLVING