Defragmenting reflective thinking in solving contextual arithmetic series in terms of gender.

Reflective thinking is the ability of the thought process that requires effort to control oneself in problem-solving appropriately. There are four aspects of reflective thinking, namely technique, monitoring, insight, and conceptualization. This study aims to describe the fragmentation of reflective thinking of students in solving contextual problems of arithmetic series in terms of gender. This research is qualitative descriptive research. The subjects in this study were class X TJKT 2 students of SMK Negeri 4 Klaten, totaling 36 students. The data collection technique used is to use contextual problem tests on arithmetic series materials, observations, and interviews. The research data analysis process is carried out after data collection through data reduction techniques, data presentation, and drawing conclusions. In general, both men and women do not have significant differences in solving mathematical problems of arithmetic series. Both men and women experience fragmentation of reflective thinking. Efforts to defragment reflective thinking in male and female students are the same as efforts by facilitating imbalances and scaffolding. [ABSTRACT FROM AUTHOR]