Profile of Conceptual Knowledge of Students on Operations to Add and Subtract Algebraic Forms Based on Cognitive Style

Abstract

This study aims to describe the profile of conceptual knowledge of students in arithmetic operations of addition and subtraction of algebraic forms in terms of cognitive style. This type of research is a qualitative research with a qualitative descriptive approach. The research subjects were 2 students with reflective cognitive style and impulsive cognitive style taken from students of junior high school in Palu. Data analysis went through 3 stages, namely data condensation, data presentation and conclusion drawing. The results showed that: 1) The conceptual knowledge profile of students with a reflective cognitive style includes: a) Category or classification knowledge, which involves students' ability to categorize or classify algebraic forms based on similar terms. b) Knowledge of principles or generalizations, which include students' understanding of the principles or properties of operations in algebraic form. c) Knowledge of theory, models, and structures, which involve students' ability to present addition and subtraction of algebraic forms in mathematical representations or mathematical models, as well as an understanding of the basic elements in interrelated structures. 2) The conceptual knowledge profile of students with an impulsive cognitive style includes: a) Category or classification knowledge, which involves students' ability to classify or categorize algebraic forms based on similar terms. b) Model knowledge, which includes students' ability to present addition and subtraction of algebraic forms in mathematical representations or mathematical models. Thus, this study provides an overview of students' conceptual knowledge profiles in arithmetic operations of addition and subtraction of algebraic forms, which are differentiated based on cognitive style. This information can be the basis for designing learning strategies that suit students' cognitive styles and help improve their understanding of mathematics.