MATHEMATICS PROBLEM SOLVING ABILITY OF HIGH SCHOOL

STUDENTS VIEWED FROM EXTROVERT AND INTROVERT

PERSONALITY TYPES

Gabetua Siboro1
Yuyu Yuhana2
Ria Sudiana3
123
Departement of Mathematics Education, Sultan Ageng Tirtayasa University, Indonesia
*Corresponding Author: gabetuasiboro100@gmail.com

ABSTRACT (11pt)
Article History:
Received : D-M-20XX Learning mathematics is not just learn about numbers,
Revised : D-M-20XX
calculations and formulas but also learning so that we can think
Accepted : D-M-20XX
Online : D-M-20XX
and act logically, structured and systematically. It also includes
Keywords: training some mathematical abilities for example problem
Keyword1; solving skills. This ability is usually trained with questions that
Keyword2; are presented in the form of stories that are contextual and
Keyword3; involve everyday life. There is still a lack of students in
Keyword4;
Keyword5 Indonesia practicing this ability, including writers, so
researchers are interested in finding out and measuring problem
solving abilities when viewed from personality types.
Researchers use the classification of problem solving stages
according to Polya's theory. The method used is descriptive
qualitative and carried out at SMP Tarsisius 1 Kebon Jeruk.
From the results of tests and interviews, the two personality
types did not show good enough results, which resulted in an
average of 5 introvert students of 6.5, slightly higher than the
average of 5 extrovert students of 5.8. Then the 4 students
selected for the interview were classified into high or low
ability and the result was only 1 student with high problem
solving ability.

Copyright©2023 by authors, all rights reserved. Authors agree that this article remains permanently open access under the ter ms
of the Creative Commons Attribution License 4.0 International License

A. INTRODUCTION (11pt)
In this era of globalization which is developing rapidly, it is directly proportional to the increasingly
progressive technology and science, especially in the field of education. Therefore education is a very
important aspect for every individual. Education itself is an effort for humans to be able to find out and then
hone their potential, for example, body and soul according to the norms and what is contained in society. One
of the sciences that has an important role in the world of education is mathematics. This knowledge can be
used in various other science clusters. The importance of mathematics is not only for learning needs while at
school, but also close to everyday life. Mathematics education aims to clarify a student's process of thinking
in learning mathematics and how to process it in the mind (Hasanah & dan Sutrima, 2013).
In the world of mathematics, a problem is defined as a mathematical problem or question that must be
solved. Students in terms of solving problems, carry out a thought process in their minds until they find a
solution or answer to the problem. There are three main components in thinking, namely: cognitive activity,
processes for processing knowledge, and producing an output of action according to Mayer (Hasanah & dan
Sutrima, 2013). Problem solving is defined as an attempt to find a solution to a problem that is not so easy

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(Polya, 1978). Added by Ruseffendi (Akbar, Hamid, Bernard, & Sugandi, 2017) who stated something could
become a problem if it was something new and related to the stage of knowledge and mental development.
Consciously or not, in everyday life we have to deal with various problems that demand to be solved(Utami
& Wutsqa, 2017).
In learning, including learning mathematics, there are many aspects that can affect a person. For
example, interests, learning styles, to personality types. Personality or personality is a combination
(combination) between mental characteristics with physical stability that gives an identity to the individual
(Simbolon, 2007). The personality type referred to here is based on the theory of Carl Gustav Jung who is a
psychologist. There are two types of personality based on how to collect and expend energy, namely
extroverted and introverted personalities. Supported by several experts, one of which is Jung (Hasanah & and
Sutrima, 2013) who divides personality types into two groups. Introvert personality type and extrovert
personality type. Each personality type has a different way of thinking, traits and behavior. The introvert type
is a person who has a basic orientation towards the internal and basic, on the other hand the extrovert type has
a basic orientation towards the outside world (Yukentin, Munawaroh, & Winarso, 2018).
Pengertian kepribadian sendiri pada awalnya adalah tingkah laku atau kesan mengenai diri yang
ditunjukkan kepada masyarakat dan lingkungan sekitar supaya dapat dipahami (Ansori, 2020). Kepribadian
tersebut mempunyai karakterisitiknya sendiri. Secara umum, terdapat banyak jenis kepribadian. Namun,
berdasarkan tipe mengambil dan mengeluarkan energy, dibagi atas kepribadian terbuka ‘ektrovert’ dan
kepribadian tertutup ‘introvert. (Ulwiyah & Djuhan, 2021).
But how do they differ in problem-solving abilities? Therefore, the researcher is interested in examining
the problem solving abilities of students with extroverted and introverted personality types, especially in logic
material. The researcher was also interested in choosing Tarsisius 1 Middle School because there was still a
lack of research at this school and wanted to try to give something to the students there who are also
researchers' alma mater.

B. RESEARCH METHODS (11pt)

The research subjects chosen were students of Class VIII SMP Tarsisius II Middle School located in
Kebon Jeruk, West Jakarta. The sample taken is one class of 20 people. Sampling uses a purposive sampling
technique, namely a sampling technique with certain considerations, this sample is considered the most
suitable or in accordance with what we expect so that it will be easier to examine it (Suharsimi, 2013). This
study uses a descriptive qualitative approach. This means that qualitative research produces descriptive data
in the form of rich written words, pictures, does not use analytical figures or other statistical calculations
(Gunawan, 2013). An activity that collects some existing information to be compiled and then conclusions
and actions will be drawn is called data presentation (Rijali, 2019). Presentation of qualitative data is usually
in the form of narrative text, including graphs, charts, field notes, and matrices
This research was conducted in several stages: Observation, Compiling and Validating Instruments,
essay tests, then writing conclusions. Empirical test Tthe instruments used include: validity, reliability,
discriminatory power, and difficulty level. This tests is done using help of SPSS application. Because this
research is qualitative, the data analysis carried out is reduction, presentation, and conclusion. From the 20
subjects, 10 students were selected in 5 introverted students and 5 exstroverted students. After the test, 4
subjects (2 from introvert and 2 from exstrovert) were chosen to be interviewed .

Problem Studies, Literature, Observations

Instrument Preparation

Personality Types Instrument Problem Solving Ability

Question Instrument

Test and Interview

Polya Theory

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Data Analysis and Result

Report Writing

Figure 1. Research Procedures

C. RESULT AND DISCUSSION

Starting with prayer, then the researcher distributed valid personality type instruments to all subjects
to find out their respective personality types. From the completed questionnaire, 5 students with introverted
personalities and 5 students with extroverted personalities were selected. The 10 selected subjects were then
given a test instrument of set material story questions to measure problem solving abilities according to Polya's
theory. After checking the results of the work of the 10 subjects earlier, 2 people were taken from each of the
introverted and extroverted personality students. Interviews were held for the four students to compare whether
they were in accordance with what they were doing.
The total average of 10 students who did the test is 6.0. There are 2 introverted students whose scored
above the average, but just 1 from extrovert friend. Therefore, 4 students were chosen to be interviewed, 2
from each types to determine high or low their problem solving ability. From the results we can discuss that
Carl Jung's theory divides personality types into attitudes and functions. Attitudes are divided into extroverts
and introverts which can affect one's intelligence. Based on the results and discussion above, it states that the
personality type of students with introverted characters is slightly superior to students with extroverted
characters in the aspect of problem solving abilities in the form of story questions with the results of 5
introverted students, 2 being able to obtain scores above the average and making it a high category , whereas
of the 5 extrovert students, only 1 was able to obtain a score above the average and was classified as high
ability. Meanwhile, the average of 5 introvert students themselves achieved a score of 6.5 while 5 extrovert
students only achieved a score of 5.8.

Table 1 Subjects to Interview

Interviewed Subjects

Introvert Exstrovert

Felicia Natalia Darren Keandre

Audrey Pangestu Vischa Prata

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And here are some pictures of students worksheets.

D. CONCLUSION AND SUGGESTIONS

Based on the previous results and discussion, we get the following conclusions:
1. Students with introverted personalities are slightly more influential in problem solving because they
are more attentive to details. Even though they have not written down the information in full, they are able to
imagine it abstractly. For example, Int1 and Int2 subjects were unable to write down any information they
obtained, but at the planning, calculation and evaluation stages they were able to do it quite well. The other
three introverted students who were not selected for the interview also had the same type of answers, that is,
they lacked information in writing but were complete in the planning, calculation, and evaluation aspects.
But it is the Int1 subject who is classified as high ability, while the Int2 subject is classified as low ability.
2. Students with extroverted personalities are more likely to be straightforward and not go around the
bush. Seeing the results of their answers and interviews, they prefer to focus more on calculations, namely
the process and results of answers. Only the Ex1 subject is different, it is very organized and complete
starting from compiling information, converting it into a mathematical model and planning well so that
results and conclusions are achieved. The other four students tend to work in a similar way and type as the
Ex2 subject.
3. From the results of the research and careful discussion that has been carried out above, we can
conclude that Carl Jung's theory divides personality types into attitudes and functions. Attitudes are divided
into extroverts and introverts which can affect one's intelligence. Based on the results and discussion above,
it states that the personality type of students with introverted characters is slightly superior to students with
extroverted characters in the aspect of problem solving abilities in the form of story questions with the
results of 5 introverted students, 2 being able to obtain scores above the average and making it a high
category , whereas of the 5 extrovert students, only 1 was able to obtain a score above the average and was
classified as high ability.
4. For students, knowing yourself and the qualities you have is very important. So, first understand
yourself and do everything according to conscience. Learning mathematics is also very crucial in the
present, one that can help is problem solving. The way to improve it, of course, by reading lots of books,
practicing often, often finding problems and solving them will really help. To teachers and teaching staff at
school, students are your students, understand themselves and act according to what is needed, embed
important concepts in mathematics, for example problem solving, one of which is Polya's theory. Good
problem solving skills will be very useful for students at school and in real life. To future researchers. Of
course this research still has many shortcomings, one of which is the lack of provision for students before
taking the test, which results in some students not understanding. Can provide at least theory or worksheets
to students before taking the test. And also in the future include a bigger audience and add some variables in
it

ACKNOWLEDGEMENT

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The author would like to thank profusely for all friends, students, who have helped a lot finishing
this research also this journal. With them, all the obstacles and difficulties can be passed through to reach
this far. I also want to thank editors and reviewers of Paradikma who have helped publish this journal.

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