ANALYSIS OF THE MATHEMATICAL REPRESENTATION ABILITY OF GRADE X STUDENTS IN SOLVING QUADRATIC FUNCTION PROBLEMS REVIEWED FROM LEARNING STYLES
Keywords:
Mathematical Representation Ability, Learning Style, Quadratic FunctionAbstract
Mathematical representation ability is a crucial competency for students to conceptualize mathematical ideas, especially in abstract quadratic function materials. This study aims to describe the variation in mathematical representation abilities of grade X students at SMAN 1 Kuta Baro based on differences in learning styles (visual, auditory, and kinesthetic). This study uses a qualitative approach with a case study type. The research subjects were selected through purposive sampling consisting of nine students who were categorized based on the results of the learning style questionnaire. Data were collected through mathematical representation ability tests and semi-structured interviews. Data analysis techniques include data reduction, data presentation, and verification/conclusion drawn. The results of the study show that there is a distinctive representation pattern in each learning style. Students with visual learning styles showed superiority in visual (graph drawing) and symbolic representations. Students with auditory learning styles tended to be dominant in verbal representations, where they were able to explain arguments orally fluently but experienced difficulties in pouring the ideas into graphs. Meanwhile, students with kinesthetic learning styles were more prominent in procedural representations, namely being able to model problems through structured activities but often having difficulties in theoretical justification. The conclusions of this study confirm that learning styles play a significant role in shaping students' mathematical representation patterns. These findings recommend the importance of implementing differentiated learning that accommodates a diversity of learning styles in order to optimize students' mathematical representation skills.
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