Atila Maheswari Dewi Purwanindina, Rita Lefrida, Pathuddin Pathuddin, Alfisyahra Alfisyahra

How students with masculine and feminine genders solve circle problem: A commognitive perspective

Introduction

How students with masculine and feminine genders solve circle problem: a commognitive perspective. Investigate how gender impacts students' commognitive abilities in solving circle problems. This qualitative study details differences in male and female problem-solving approaches.

Abstract

Cognitive is the way students communicate their thinking processes in problem-solving. In solving problems, it is not only influenced by their thinking process, but other factors can affect it, such as gender differences. One of the subjects that can demonstrate students' cognitive abilities is the topic of circles. This study aims to determine students' cognitive abilities in solving circle problems from the perspective of masculine and feminine gender. The type of this research is exploratory research with a qualitative approach. This research was conducted in the 11th grade at SMA Negeri 1 Torue. The subjects in this study consist of one male student and one female student. After determining the research subjects, they were given a circular task. In addition, interviews were conducted while the subjects completed the task. The data analysis techniques used in this study are data condensation, data presentation, and conclusion drawing. The results of this study indicate that female students can solve circle problems by expressing all cognitive aspects in detail, neatly, clearly, and correctly. Meanwhile, when solving circle problems, male students express all cognitive aspects briefly and correctly.

Review

This study explores how students with "masculine and feminine genders" approach solving circle problems, adopting a commognitive perspective to understand their thinking processes. The abstract outlines an exploratory qualitative study involving one male and one female 11th-grade student, who were observed and interviewed while completing a circular task. The primary finding suggests a difference in communication style: the female student articulated her problem-solving steps in detail, neatly, and clearly, while the male student expressed his cognitive aspects more briefly yet correctly. The application of a commognitive lens to gendered problem-solving is a potentially interesting avenue for research in mathematics education. The strength of this research lies in its qualitative approach, which allows for a deep, albeit narrow, examination of individual thinking processes. The use of interviews conducted concurrently with task completion is particularly effective for capturing the dynamic nature of problem-solving and aligns well with a commognitive framework, which emphasizes communication and interaction. The initial findings, though limited in scope, offer a glimpse into potential stylistic differences in how male and female students articulate their mathematical reasoning, providing illustrative examples that could stimulate further inquiry into the nuances of students' mathematical discourse. However, a significant limitation that must be addressed is the extremely small sample size of one male and one female student. While exploratory qualitative research can be valuable, such a limited sample precludes any generalizable conclusions about "masculine and feminine genders" or even male and female students more broadly. Future work would greatly benefit from expanding the number of participants to establish more robust patterns and allow for a richer comparison. Furthermore, the abstract's initial definition of "cognitive" as how students "communicate their thinking processes" could be clarified to explicitly align with or distinguish itself from the "commognitive perspective" mentioned, ensuring a consistent theoretical foundation throughout the paper. Refining these aspects would significantly enhance the study's impact and credibility.

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