How Does the Algebraic Thinking Process of Students Solve Numeracy Problems Based on Brain Dominance?

Abstrak

The low algebraic and numeracy abilities of students indicate the importance of understanding the thought processes underlying mathematical problem solving. Therefore, studying algebraic thinking processes based on brain dominance is important as a basis for developing more effective learning strategies. This study aims to analyze the algebraic thinking process in solving numeracy problems based on brain dominance. This study uses a qualitative method with an exploratory approach. The data collection technique is an exploratory process using the method think out loud and unstructured interviews. The instruments used were the researcher as the key instrument, numeracy questions and brain dominance tests. Data sources were divided into 3 categories, including the implementation location, namely the school, the actors in this study were taken using an exploration process, namely 2 subjects, and the activity in this study was the algebraic thinking process of students in solving numeracy problems. Data analysis was carried out with the following steps: data reduction, data presentation, and drawing conclusions. The results of the study were that students with left and right brain dominance both fulfilled the algebraic thinking indicators (Pattern Seeking, Pattern Recognition, and Generalization) which were in line with the numeracy indicators (Knowing, Applying, and Reasoning), although there were differences in the thinking process. Left brain dominant students tended to think more systematically and consistently in identifying information, building mathematical models, and drawing conclusions, while right brain dominant students relied more on visual understanding, intuition, and exploration of various alternative solutions