Visual, Auditory, and Kinesthetic Students: How They Solve PISA-Oriented Mathematics Problems?
Naufal Ishartono, Nuqthy Faiziyah, Sri Sutarni, Amalia Budiana Putri, Lina Wahyu Sri Fatmasari, Muh Sayuti, Rita Rahmaniati, Melor Md Yunus
Abstract
Abstract Mathematical problems are given to students to train themselves in their thinking skills and to find out the level of thinking that each student has. Mathematical problem solving is influenced by the level of students’ thinking ability. The purpose of this study was to analyze students’ high-order thinking skills in solving PISA-oriented math problems in terms of learning styles. This type of research is a mix method with a Concurrent Triangulation Strategy design. The population of all students of class X SMA Negeri 2 Surakarta samples in the study of several students in the population. The sampling technique used purposive sampling. Data collection techniques using interviews, documentation, and tests. The results of the study: 1) There was no difference in ability between students’ visual, auditory and kinesthetic learning styles in solving PISA-oriented math problems. 2) There are 23 students who have a visual learning style or 70% of the population. 30% of them are in the high category, 44% are in the medium category, and 26% are in the low category. 3) There are 8 students who have an auditory learning style or 24% of the population. 62.5% of them are in the medium category, and 37.5% are in the low category. 4) There are 2 students who have a kinesthetic learning style, the two students are one in the medium category and one in the low category. In general, each visual auditory and kinesthetic student has the ability to analyze, evaluate, and create as part of the higher order thinking component. However, each of them has a weakness in these abilities.