Exploring Mathematical Reasoning Abilities: A Qualitative Study Based on Gender Identities in Junior High School Students

Abstrak

This study aims to examine the mathematical reasoning abilities of eighth-grade students at SMPN 11 Konawe Selatan from a gender perspective. This is an exploratory study using a qualitative approach. The research subjects consisted of four eighth-grade students grouped into four categories: masculine males, feminine males, masculine females, and feminine females. Gender classification in this study used the Bem Sex Role Inventory (BSRI) questionnaire to determine the masculine and feminine categories. Research data were collected through gender questionnaires, mathematical reasoning tests, and in-depth interviews. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions, with temporal triangulation used as a test of data credibility. The results of the study indicate differences in mathematical reasoning characteristics among the four students. Masculine male and masculine female students tended to emphasize procedural reasoning and efficiency in problem-solving, but did not yet fully demonstrate the completeness of mathematical reasoning stages. Feminine male students showed a tendency to be cautious and reflective, but were not yet consistent in formulating initial hypotheses before engaging in reasoning. Masculine female students demonstrated fairly good procedural skills, but technical errors still occurred, affecting the accuracy of their answers. Meanwhile, feminine female students demonstrated more mature mathematical reasoning skills, characterized by the ability to formulate hypotheses, perform mathematical manipulations carefully, plan the problem-solving process systematically, and draw logical conclusions. These findings indicate that gender tendencies influence students’ mathematical reasoning patterns.