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Bakri M Bakri M
Mathematics Education, Tadulako University, Palu, 94118, Indonesia
Religion Humanities Education Library & Information Science Other

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Profile of Number Pattern Problem Solving Abilities Based on Learning Style of Grade VIII Students at Budi Utomo SMP Negeri 14 Palu Rohani Rohani; Ibnu Hadjar; Bakri M Bakri M; Ahyar H.M. Tawil
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.505-520

Abstract

Problem-solving is an essential mathematical competency influenced by students’ different learning styles. This study aimed to describe the mathematical problem-solving profiles of eighth-grade students at SMP Negeri 14 Palu on number pattern material based on visual, auditory, and kinesthetic learning styles. A descriptive qualitative approach was employed. Three students were selected as research subjects, each representing one learning style identified through a learning style questionnaire. Data were collected using questionnaires, written problem-solving tests, and semi-structured interviews. The analysis was based on Polya’s four stages of problem-solving: understanding the problem, devising a plan, carrying out the plan, and looking back. Data were analyzed through data condensation, data display, and conclusion drawing. The findings revealed that students with visual and auditory learning styles successfully completed all four problem-solving stages. In contrast, the kinesthetic learner completed the first three stages effectively but encountered difficulties in the final stage of reviewing the solution. These findings suggest that learning styles influence students’ approaches to mathematical problem-solving. Therefore, teachers should implement varied instructional strategies that accommodate different learning styles and provide structured guidance, particularly for kinesthetic learners, to strengthen their ability to evaluate and verify their solutions independently.
Analysis of Conceptual Understanding in Matrix Operations among Grade XI Students of SMA Negeri 5 Palu Viewed from Learning Styles Sakina Sakina; Dasa Ismaimuza; Bakri M Bakri M; Tegoeh S Karniman
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.2924-2939

Abstract

Conceptual understanding is an essential ability in mathematics learning, particularly in the topic of matrix operations, which requires accuracy and interconnection among concepts. This study aims to describe students’ mathematical conceptual understanding in solving matrix operations, viewed from visual, auditory, and kinesthetic learning styles. The research employed a descriptive qualitative approach with three Grade XI students, each representing one category of learning style. Data were collected through a conceptual understanding test on matrix operations and in-depth interviews, then analyzed through the stages of data condensation, data presentation, and conclusion drawing. The findings indicate that students with a visual learning style are able to understand concepts through table representations and the arrangement of matrix elements, yet still face difficulties in modeling word problems. Students with an auditory learning style can explain concepts orally in a structured manner, but show less consistency in calculation accuracy. Meanwhile, students with a kinesthetic learning style are able to grasp concepts through direct activities and modeling, and present solution steps systematically. The conclusion of this study highlights that differences in learning styles influence the characteristics of students’ mathematical conceptual understanding in solving matrix operations.
Co-Authors Ahyar H.M. Tawil Dasa Ismaimuza Ibnu Hadjar Rohani Rohani Sakina Sakina Tegoeh S Karniman