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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) · pp. 34–43

DOI
10.15294/ujme.v15i1.63841
ISSN
2460-5840, 2252-6927
Published
2026-04-30
Publisher
Universitas Negeri Semarang
Language
eng

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.

Keywords

Collaboration network of the authors

40 authors · 121 co-authorship links · 1 across different organisations · showing the 40 most connected

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  • State University of Semarang
  • Universitas Airlangga
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Rahayu Budhiati VeronicaAffiliation unknown6
Kartono KartonoUniversitas Airlangga4
Isnarto IsnartoAffiliation unknown3
Emi PujiastutiState University of Semarang3
Mashuri MashuriAffiliation unknown3
Isti HidayahAffiliation unknown2
St. Budi WaluyaAffiliation unknown2
Scolastika MarianiState University of Semarang2
Nuriana Rachmani DewiAffiliation unknown2
Y L SukestiyarnoAffiliation unknown1
Intan WahyuningsihAffiliation unknown1
Kholipah TunisaAffiliation unknown1
Andi WibowoAffiliation unknown1
Zaenuri MasturAffiliation unknown1
Fenti NugraheniAffiliation unknown1
Ema KhoerunnisaAffiliation unknown1
Muhammad Abdul AzizAffiliation unknown1
Rochmad RochmadAffiliation unknown1
Nila Kumoro ManahAffiliation unknown1
PRIMA SEKAR WIDYANINGRUMAffiliation unknown1
Aizzatun NikmahAffiliation unknown1
Endang Retno WinartiAffiliation unknown1
Novia Wulan DaryAffiliation unknown1
Siti Aminah SilvianiAffiliation unknown1
Oktriviani DewiAffiliation unknown1
Safana Aulia FazaAffiliation unknown1
ZaenuriAffiliation unknown1
Arum DinasariAffiliation unknown1
Ikvina Dhyah RatnawatiAffiliation unknown1
Muhammad Nur ChalimAffiliation unknown1
Dwijanto DwijantoAffiliation unknown1
Linda Ajeng PratiwiAffiliation unknown1
Rini WulandariAffiliation unknown1
Tintrim Sri RejekiAffiliation unknown1
Siti Jami’atunAffiliation unknown1
Yasin PrasetiaAffiliation unknown1
Amaliyatul MahfiyahAffiliation unknown1
Wardono WardonoAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ujme/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>
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