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<http://repository.upi.edu/id/eprint/137887> <http://purl.org/ontology/bibo/abstract> "Kemampuan representasi matematis penting untuk membantu siswa memahami dan memecahkan masalah aritmatika sosial. Perbedaan gaya kognitif siswa, antara lain gaya kognitif analitik dan gaya kognitif global, berpengaruh terhadap cara mereka merepresentasikan ide matematis. Penelitian ini bertujuan menganalisis kemampuan representasi matematis siswa SMP berdasarkan gaya kognitif analitik dan gaya kognitif global pada materi aritmatika sosial. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan subjek lima siswa yang dipilih melalui tes gaya kognitif dan tes representasi matematis. Instrumen penelitian meliputi tes tertulis dan pedoman wawancara, sedangkan data dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa bergaya kognitif analitik mampu memberikan representasi matematis yang lebih rinci dan sistematis, sedangkan siswa bergaya kognitif global cenderung memberikan gambaran umum namun kurang detail. Temuan ini mengindikasikan pentingnya strategi pembelajaran yang memperhatikan perbedaan gaya kognitif siswa agar semua siswa dapat mengembangkan kemampuan representasi matematisnya secara optimal.\r\n\r\nMathematical representation skills are essential for helping students understand and solve social arithmetic problems. Differences in students’ cognitive styles, such as analytic and global, influence how they represent mathematical ideas. This study aims to analyze the mathematical representation skills of junior high school students based on analytic and global cognitive styles in social arithmetic topics. The research employed a descriptive qualitative method involving five students selected through a cognitive style test and a mathematical representation test. Research instruments included written tests and interview guidelines, while data were analyzed through data reduction, data display, and conclusion drawing. The results indicate that students with an analytic cognitive style tend to produce more detailed and systematic mathematical representations, whereas students with a global cognitive style tend to provide general overviews with less detail. These findings highlight the importance of instructional strategies that consider students’ cognitive style differences to optimally develop their mathematical representation skills."^^<http://www.w3.org/2001/XMLSchema#string> .
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