出版社：Institut Agama Islam Negeri Raden Intan Lampung
摘要：This study aims to describe the mathematical thinking process of students in solving mathematical problems in terms of Keirsey personality types. This research is a descriptive-qualitative research. The research subjects were students of MAN 2 Tulang Bawang Barat class XI by purposive sampling. Research subjects were 2 people from each personality type. Data collection is done by means of observation, interviews, and documentation. Data validity uses technical triangulation. Data analysis techniques used are the Miles and Huberman concepts, namely data reduction, data presentation, and conclusion drawing. The results showed that each student with Keirsey personality type in solving mathematical problems was more likely to be a Guardian type student. in solving mathematical problems starting with the receipt of information marked by understanding the problem including knowing what is known (M1), knowing what is asked (M2), knowing the requirements in problem solving (M3), and making a mathematical model of the problem with own understanding (M4). Then proceed with processing information marked by implementing a problem solving plan (R1) and proceed with implementing the plan to get an answer (P1), but the steps are incomplete. Whereas in checking the answers (C1) the student checks again, then in drawing conclusions (C2), students draw conclusions only on some tests.
其他摘要：This study aims to describe the process of mathematical thinking of students in solving mathematical problems in terms of Keirsey's personality type. This research is a qualitative-descriptive research. Research subjects taken are MAN 2 Tulang Bawang Barat class XI students by purposive sampling. Research subjects amounted to 2 people from each personality type. Data collection is done by observation, interview, and documentation. Data validity using technique triangulation. Data analysis techniques used are the concept of Miles and Huberman, namely data reduction, data presentation, and conclusion. The results showed that each of Keirsey's students in solving mathematical problems was more likely to be a student of a Guardian personality type. In solving mathematical problems begins with the acceptance of information marked by understanding the problem involves knowing what is known (M1), knowing what is being asked (M2), knowing the required requirements in problem solving (M3), as well as making the model of math from the problem with its own understanding (M4). Then proceed with the processing of information marked by implementing the problem-solving plan (R1) and proceed with executing the plan to get the answer (P1), but the steps are not complete. While in rechecking the answer (C1) students do re-check, then in drawing a conclusion (C2), students draw conclusions only on some tests.
