ABSTRACT

Purpose. This research is essential to find the relationship between reflective and impulsive styles and students' understanding of mathematical problems. The reflective thinking process involves in-depth analysis, hypothesis testing, and searching for optimal solutions, resulting in more precise solutions. In contrast, impulsive forces tend to be quicker in taking action but are often less accurate. Methodology. Descriptive research is aimed at describing reflective and impulsive thinking profiles in solving mathematical problems. There were 25 students from the first secondary school as research subjects. The instruments used include MFFT (Matching Familiar Figure Test) test questions that have gone through the instrument development process and interview guidelines. Before the instrument is used, it has been validated by three validators. The data collection method used in this study is the test and interview method. Data collection begins by providing MFFT test questions. Three data analysis techniques are used in this study: instrument validity analysis, test result data analysis, and interview data analysis. Findings The study results showed that students with an impulsive cognitive style met five indicators of mathematical thinking: generalization, abstraction, analytical thinking, dynamic thinking, and modeling. Implications for research and practice. Some students have an impulsive cognitive style and are seen as confused when understanding problems. They looked hesitant in answering questions, and there were still mistakes in writing the symbols.