Studi Komparatif Kemampuan Berpikir Analitis Matematis Siswa SMP dalam Masalah Open Ended Ditinjau dari Jenis Kelamin

Abstract

Analytical mathematical thinking is a crucial higher-order skill required for problem solving and logical decision making in mathematics education. However, most students struggle to demonstrate this ability when confronted with open-ended problems that require exploration of various strategies and solutions. This study aims to describe the analytical mathematical thinking abilities of junior high school students in solving open-ended problems, with particular attention to differences based on gender. Employing a descriptive qualitative approach, the research was conducted at a state junior high school in Tasikmalaya, Indonesia, involving 28 ninth-grade students. Data were collected through an open-ended problem-solving test focused on geometric solids and in-depth interviews, with analysis based on established indicators: differentiating, organizing, and attributing. The findings reveal that only a small proportion of students fully met all analytical thinking indicators. Female students generally exhibited greater thoroughness, systematic organization, and careful verification of their solutions, while male students tended to be more exploratory and quick in proposing alternative solutions but less meticulous in their reasoning and checking process. These differences reflect both cognitive and motivational factors and indicate that gender influences the patterns and strategies of analytical mathematical thinking. The study highlights the effectiveness of open-ended problems as diagnostic and developmental tools for enhancing analytical thinking skills, and recommends tailored guidance to address gender-specific tendencies. These insights contribute to the design of more adaptive and responsive mathematics instruction, supporting the development of critical, systematic, and reflective mathematical thinkers.