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

Unnes Journal of Mathematics Education · Vol. 15 No. 1 (2026) · hlm. 34–43

DOI
10.15294/ujme.v15i1.63841
ISSN
2460-5840, 2252-6927
Terbit
2026-04-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

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.

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  • State University of Semarang
  • Universitas Airlangga
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Rekan penulisOrganisasiArtikel bersama
Rahayu Budhiati VeronicaAfiliasi tidak diketahui6
Kartono KartonoUniversitas Airlangga4
Isnarto IsnartoAfiliasi tidak diketahui3
Emi PujiastutiState University of Semarang3
Mashuri MashuriAfiliasi tidak diketahui3
Isti HidayahAfiliasi tidak diketahui2
St. Budi WaluyaAfiliasi tidak diketahui2
Scolastika MarianiState University of Semarang2
Nuriana Rachmani DewiAfiliasi tidak diketahui2
Y L SukestiyarnoAfiliasi tidak diketahui1
Intan WahyuningsihAfiliasi tidak diketahui1
Kholipah TunisaAfiliasi tidak diketahui1
Andi WibowoAfiliasi tidak diketahui1
Zaenuri MasturAfiliasi tidak diketahui1
Fenti NugraheniAfiliasi tidak diketahui1
Ema KhoerunnisaAfiliasi tidak diketahui1
Muhammad Abdul AzizAfiliasi tidak diketahui1
Rochmad RochmadAfiliasi tidak diketahui1
Nila Kumoro ManahAfiliasi tidak diketahui1
PRIMA SEKAR WIDYANINGRUMAfiliasi tidak diketahui1
Aizzatun NikmahAfiliasi tidak diketahui1
Endang Retno WinartiAfiliasi tidak diketahui1
Novia Wulan DaryAfiliasi tidak diketahui1
Siti Aminah SilvianiAfiliasi tidak diketahui1
Oktriviani DewiAfiliasi tidak diketahui1
Safana Aulia FazaAfiliasi tidak diketahui1
ZaenuriAfiliasi tidak diketahui1
Arum DinasariAfiliasi tidak diketahui1
Ikvina Dhyah RatnawatiAfiliasi tidak diketahui1
Muhammad Nur ChalimAfiliasi tidak diketahui1
Dwijanto DwijantoAfiliasi tidak diketahui1
Linda Ajeng PratiwiAfiliasi tidak diketahui1
Rini WulandariAfiliasi tidak diketahui1
Tintrim Sri RejekiAfiliasi tidak diketahui1
Siti Jami’atunAfiliasi tidak diketahui1
Yasin PrasetiaAfiliasi tidak diketahui1
Amaliyatul MahfiyahAfiliasi tidak diketahui1
Wardono WardonoAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ujme/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Students' Mathematical Reasoning Ability in Terms of Cognitive Style on Guided Inquiry Assisted by Question Cards</dc:title>
	<dc:creator xml:lang="en">Qothrunnada, Najmah Fithria</dc:creator>
	<dc:creator xml:lang="en">Wijayanti, Kristina </dc:creator>
	<dc:subject xml:lang="en">Mathematical Reasoning Ability</dc:subject>
	<dc:subject xml:lang="en">Cognitive Style</dc:subject>
	<dc:subject xml:lang="en">Guided Inquiry</dc:subject>
	<dc:subject xml:lang="en">Question Card</dc:subject>
	<dc:description xml:lang="en">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.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-04-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ujme/article/view/63841</dc:identifier>
	<dc:identifier>10.15294/ujme.v15i1.63841</dc:identifier>
	<dc:source xml:lang="en">Unnes Journal of Mathematics Education; Vol. 15 No. 1 (2026): Reguler Issue; 34-43</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/ujme.v15i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ujme/article/view/63841/11429</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Unnes Journal of Mathematics Education</dc:rights>
</oai_dc:dc>