Product assessment of mathematical representation ability viewed from student's cognitif style

Abstract

The mathematical representation ability in Junior High School 1 Bojong, Pekalongan, Central Java is still not optimal. For this reason, one of the methods that can be used to increase the ability of mathematical representation is cooperative learning type Two Stay Two Stray with product assessment. This research aims to obtain the effectiveness of the learning and analysing students' mathematical representation abilities in terms of the reflective-impulsive cognitive style. This research used Mixed Methods with Explanatory Sequential Design. The population in this study was class VIII Junior High School 1 Bojong with research samples namely classes VIII A and VIII C which were selected using cluster sampling techniques. The subjects of this study were 4 students of class VIII C. Data collection techniques used include: observation, documentation, tests, and interviews. The results showed that: (1) Two Stay Two Stray learning with product assessment on the achievement of students' mathematical representation abilities is effective, namely achieving classical completeness, the average mathematical representation ability of experimental class students is better than the control class, and there is a positive influence of style cognitive ability of students' mathematical representation; (2) description of the ability of mathematical representation in terms of the reflective-impulsive cognitive style is as follows: a) reflective students are able to make geometry drawings well and translate images to clarify problems well, can make mathematical models well and solve them by involving mathematical expressions properly, and are able write concluding steps in a concise and clear manner and answer questions with words correctly;b) impulsive students are able to make geometry drawings well and translate images to clarify problems well, but sometimes make mistakes, can make mathematical models well and solve them by involving mathematical expressions correctly, but sometimes make mistakes, and are able to write steps a concise and clear solution and answer questions with words correctly, but sometimes make mistakes.