Commognitive Analysis of 11th-Grade Students in Solving Inverse Matrix Problems: A Gender-Based Study
Abstract
Research has shown that male students have good abilities in applying mathematical formulas appropriately and correctly, but they are less complete in explaining in detail the steps taken in solving problems, meanwhile, female students are systematically and completely structured and comprehensive manner. Commognitive analysis was important to understand how it influences student learning achievement so that educators can develop better learning strategies. This qualitative research with purposive sampling aims to analyze high school students' commognitive skills in solving contextual mathematics problems in terms of gender. All participants, 23 students of 11th-Grade grouped based on gender, male and female, and one student was chosen from each as the research subjects. Research data was taken from students' written tests and semi-structured interviews based on test results. The data analysis techniques included data reduction, data presentation, and drawing conclusions. The written test is used to determine students' commognitive skills using commognitive components, that are words use, visual mediators, narratives, and routines. The results show that female students demonstrate more detailed and structured completion steps than male. Further research can be carried out to further reveal the potential for commognitive conflict in other materials so that can help teachers how to choose teaching strategies.
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