Students' Mathematical Reasoning Ability in Terms of Cognitive Style on Guided Inquiry Assisted by Question Cards

Abstract

Mathematical reasoning ability and cognitive style are crucial topics in mathematics education. This study aims to analyze the effectiveness of the Guided Inquiry model assisted by Question Cards on students' mathematical reasoning and to examine reasoning ability in terms of students' cognitive styles, using a mixed-method approach with a Quasi-Experimental Design. The population of this study consists of ninth-grade students at SMP Negeri 22 Semarang for the 2024/2025 academic year, while the sample includes students from class IX G as the experimental group and class IX H as the control group. The subjects of this study are six students from class IX G, selected using purposive sampling based on the cognitive style categories of Field Dependent and Field Independent. The quantitative results show that the mathematical reasoning ability in the Guided Inquiry model assisted by Question Cards achieves classical mastery, with a higher proportion and average score of students compared to those in the PBL model. Additionally, cognitive style influences students' mathematical reasoning ability by 55.2%. Triangulated qualitative data further describe students' reasoning abilities in this model based on cognitive styles: students with a Field Dependent cognitive style can present mathematical statements, apply patterns to derive mathematical explanations, use fixed formulas, and draw conclusions, while those with a Field Independent cognitive style tend to be able to present mathematical statements, are less likely to apply patterns or use fixed formulas, but generally can draw conclusions.