Critical Thinking Skills in Solving Mathematical Problems Based on Thinking and Feeling Personality Types of Grade 8 Students

Ilhamuddin; Irwan Akib; Sukmawati; Hildayanti

doi:10.56741/IISTR.ijlree.001555

Authors

Ilhamuddin
ilhamuddin@unismuh.ac.id
Muhammadiyah University of Makassar https://orcid.org/0000-0002-8331-3496
Irwan Akib Muhammadiyah University of Makassar https://orcid.org/0000-0003-0358-688X
Sukmawati Muhammadiyah University of Makassar
Hildayanti Muhammadiyah University of Makassar

DOI:

https://doi.org/10.56741/IISTR.ijlree.001555

Keywords:

Critical Thinking, Mathematics Education, MBTI, Problem Solving, Thinking Personalty Type

Abstract

Critical thinking skills are essential competencies in mathematics learning, but learning practices often emphasize final results rather than students' thinking processes. These differences in thinking processes are inseparable from personality characteristics, particularly the Thinking and Feeling types. This study aims to describe and compare students' critical thinking skills in solving mathematical problems based on the Thinking and Feeling personality types. This study uses a descriptive qualitative approach with two subjects, eighth-grade students at Unismuh Makassar Junior High School, each representing the Thinking and Feeling personality types. Data were obtained through the MBTI personality test, critical thinking ability tests in the form of essay questions, semi-structured interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña model with time triangulation to ensure data validity. The results showed that both personality types were able to fulfill the six indicators of critical thinking, namely interpretation, analysis, inference, evaluation, explanation, and self-regulation, but through different thinking processes. Students with the Thinking type showed a more logical, systematic, and efficient thinking pattern from the early stages, while students with the Feeling type displayed a more gradual, contextual, and reflective thinking process. These findings confirm that critical thinking in mathematics is multidimensional and influenced by personality. This study contributes to enriching the study of mathematical critical thinking and provides practical implications for teachers to design adaptive learning according to students' thinking characteristics.

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Author Biographies

Ilhamuddin, Muhammadiyah University of Makassar

is affiliated with Muhammadiyah University of Makassar (Unismuh Makassar), Jalan Sultan Alauddin No. 259, Makassar, Indonesia. He is currently a lecturer in the Mathematics Education Study Program at the Faculty of Teacher Training and Education, Muhammadiyah University Makassar, and is currently pursuing a doctorate in education at Muhammadiyah University Makassar. (email: ilhamuddin@unismuh.ac.id).

Irwan Akib, Muhammadiyah University of Makassar

is a scientist and professor in the field of mathematics education, and currently serves as the head of the Muhammadiyah Center (PP Muhammadiyah). He is also the chair of the Executive Board of Ahmad Dahlan University (UAD). He serves as the chair of the Faculty of Mathematics at Muhammadiyah University Makassar. (email: irwan.akib@unismuh.ac.id).

Sukmawati, Muhammadiyah University of Makassar

is a scientist in the field of mathematics education, and currently serves as deputy director of the postgraduate program at Muhammadiyah University Makassar. She is also an assessor at the independent educational accreditation agency (LAMDIK). (email: sukmawati@unismuh.ac.id).

Hildayanti, Muhammadiyah University of Makassar

is a fresh graduate from the Mathematics Education department. She obtained her Bachelor of Education (S.Pd.) degree from Muhammadiyah University Makassar. Currently, Hildayanti is still actively developing her skills in the field of mathematics education and research, as well as focusing on improving her professional competence as a prospective mathematics educator. (email: hildayanti032002@gmail.com).

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