Students' Critical Thinking Process in Solving Contextual Problems Reviewed from Sensing and Intuition Learning Styles

Authors

  • Rendy Dwi Cahya Universitas Negeri Surabaya
  • Rooselyna Ekawati Universitas Negeri Surabaya

DOI:

https://doi.org/10.58258/9e7sth83

Abstract

Critical thinking is a cognitive activity involving the ability to understand, analyze, evaluate, conclude, explain, and regulate thoughts systematically and objectively. This qualitative case study aims to describe students' critical thinking processes in solving contextual problems, specifically examining sensing and intuition learning styles. The research involved two 10th-grade students, one with a sensing style and one with an intuition style, selected via purposive sampling. Data collection utilized learning style questionnaires, math ability tests, contextual problem-solving tasks, and interviews. Data analysis was based on Mason et al. (2010) problem-solving stage indicators. The study found that the critical thinking processes of students with sensing and intuition learning styles are similar across the entry, attack, and review stages. In the entry stage, students gather important information, relate it to existing knowledge, and determine initial problem-solving steps. In the attack stage, they design a problem-solving strategy and execute it. In the review stage, students review solution steps, reflect on difficult parts, and explore alternative solutions.

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Published

2026-06-26

Issue

Vol. 11 No. 2 (2026): JUPE : Jurnal Pendidikan Mandala (Juni)

Section

Articles

License

Copyright (c) 2026 Rendy Dwi Cahya, Rooselyna Ekawati

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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How to Cite

Students’ Critical Thinking Process in Solving Contextual Problems Reviewed from Sensing and Intuition Learning Styles. (2026). JUPE : Jurnal Pendidikan Mandala, 11(2), 417-423. https://doi.org/10.58258/9e7sth83