An analysis of mathematical reflective thinking skills of senior high school students

The present study aims to describe mathematical reflective thinking skills of senior high school students according to the problems which examine mathematical reflective thinking skills of integrals subject matter. The method in this study was qualitative with phenomenological approach. Six students of grade XI in a senior high school in Banda Aceh City were selected as the subject. The data were collected through a test consisting of mathematical reflective thinking skills problems, interviews, and documentation. The indicators of mathematical reflective thinking skills include identifying problems, interpreting problems, evaluating problems, predicting problem-solving, and drawing conclusions. The results show that there are students who have not been able to identify problems clearly and correctly, all students have not been able to interpret the integral-related problems clearly and correctly, some students have not been able to evaluate the integral-related problems clearly and correctly, some students have not been able to predict the integral-related problems clearly and correctly, and some students have not been able to draw conclusions regarding the integral-related problems clearly and correctly.