Analisis Proses Berpikir Metafora Siswa pada Masalah SPLDV Ditinjau dari Temperamen Sanguinis, Koleris, Melankolis, dan Flegmatis

Abstract

This study addresses the urgent need to improve conceptual understanding and problem-solving skills in mathematics among junior high school students, particularly in the context of systems of linear equations in two variables. Students often encounter difficulties when translating real-life problems into mathematical models, a challenge that is further influenced by individual temperament differences. The main objective of this research is to describe the metaphorical thinking processes exhibited by students with different dominant temperament combinations—sanguine, choleric, melancholic, and phlegmatic—while solving problems related to systems of linear equations in two variables. Employing a qualitative exploratory approach, data were collected from eighth-grade students at a state junior high school through temperament questionnaires, metaphorical thinking process tests, and in-depth interviews. The analysis utilized an interactive model involving data reduction, presentation, and conclusion drawing, with data validity ensured through triangulation of methods. The findings reveal significant variations in the metaphorical thinking processes among temperament groups. Melancholic students demonstrated the most systematic and reflective approach, completing all stages of metaphorical thinking comprehensively. Sanguine and choleric students tended to be pragmatic and efficient, often skipping reflective stages, which resulted in less thorough solutions. Phlegmatic students exhibited a slow and hesitant approach, leading to frequent errors. These results highlight the importance of considering temperament in designing adaptive mathematics instruction and suggest that differentiated teaching strategies can optimize students’ learning potential. The study contributes to the development of inclusive and effective mathematics education, supporting the implementation of differentiated learning in current educational curricula.