Students' Mathematical Representation in PISA Space and Shape Tasks Across Gregorc's Thinking Styles

Khaerunnisa Khaerunnisa 1 Indonesia , Baso Intang Sappaile 1 Indonesia , Syafruddin Side 1 Indonesia
1 Department of Mathematics Education, Postgraduate, Universitas Negeri Makassar
Link Copied!
Published 2026-07-27
Vol. 5 No. 4 (2026) PAGES 2565-2581
DOI 10.51574/ijrer.v5i4.5471
Views / Downloads 3 5

This qualitative descriptive study investigates high school students' mathematical representation ability in solving PISA Space and Shape problems, analyzed through Gregorc’s thinking style model. Eight tenth-grade students at Islamic High Secondary School DDI Takkalasi (2025/2026 academic year) were purposively selected based on a Gregorc Thinking Style Questionnaire, representing two students per style: Concrete Sequential (CS), Abstract Sequential (AS), Concrete Random (CR), and Abstract Random (AR). Data gathered through questionnaires, a six-item mathematical representation test adapted from PISA released items, and semi-structured interviews were analyzed using Miles, Huberman, and Saldaña’s framework, with credibility ensured via source triangulation. Results demonstrate distinct representation profiles across styles: CS students systematically integrated verbal, visual, and symbolic representations; AS students prioritized conceptual understanding by linking visual confirmation to symbolic formalization through verbal justification; CR students utilized visual representation for exploration but struggled with accurate symbolic translation; and AR students relied on mental visualization and intuition, leaving key reasoning unverified. These findings indicate that thinking styles systematically influence mathematical representation behaviors and suggest that evaluating representation ability solely through written work risks underestimating conceptual understanding, particularly in random-oriented thinkers. The study provides critical insights for developing differentiated instructional strategies that align mathematical task design with students' dominant cognitive processing styles.

Khaerunnisa, K., Sappaile, B. I., & Side, S. (2026). Students’ Mathematical Representation in PISA Space and Shape Tasks Across Gregorc’s Thinking Styles . ETDC: Indonesian Journal of Research and Educational Review , 5(4), 2565–2581. https://doi.org/10.51574/ijrer.v5i4.5471
More Citation Formats
Download Citation
  1. Almarashdi, H. S., & Jarrah, A. M. (2023). Assessing tenth-grade students’ mathematical literacy skills in solving PISA problems. Social Sciences, 12(1), 33. https://doi.org/10.3390/socsci12010033
  2. Anwar, R. B., & Rahmawati, D. (2017). Symbolic and Verbal Representation Process of Student in Solving Mathematics Problem Based Polya's Stages. International Education Studies, 10(10), 20-28. https://doi.org/10.5539/ies.v10n10p20
  3. Al Addawiyah, A., & Basuki, B. (2022). Kemampuan Representasi Matematis Siswa dalam Menyelesaikan Soal Himpunan dan Kemandirian Belajar. Plusminus: Jurnal Pendidikan Matematika, 2(1), 111-120.
  4. Castro, E., Cañadas, M. C., Molina, M., & Rodríguez-Domingo, S. (2022). Difficulties in semantically congruent translation of verbally and symbolically represented algebraic statements. Educational Studies in Mathematics, 109(3), 593-609. https://doi.org/10.1007/s10649-021-10088-3
  5. Fauzi, F. A., Ratnaningsih, N., Rustina, R., & Nimah, K. (2020). Analisis kemampuan berpikir kritis matematis peserta didik ditinjau dari gaya berpikir gregorc. Journal of Authentic Research on Mathematics Education (JARME), 2(2), 96-107. https://doi.org/10.37058/jarme.v2i2.1734
  6. Incikabi, S. (2026). Investigating authentic nature of PISA mathematics items. School Science and Mathematics, 126(3), 274-288. https://doi.org/10.1111/ssm.18402
  7. Khatin-Zadeh, O. (2022). How does representational transformation enhance mathematical thinking?. Axiomathes, 32(Suppl 2), 283-292. https://doi.org/10.1007/s10516-021-09602-2
  8. Latifah, A. I., & Kismiantini, K. (2025). How School Culture and Climate Mediated Student’s Mathematics Achievement: A Path Analysis of PISA 2022 Indonesia Data. Jurnal Pendidikan Progresif, 15(3), 1670-1687. https://doi.org/10.23960/jpp.v15i3.pp1670-1687
  9. Liang, C. P., & She, H. C. (2023). Investigate the effectiveness of single and multiple representational scaffolds on mathematics problem solving: Evidence from eye movements. Interactive Learning Environments, 31(6), 3882-3897. https://doi.org/10.1080/10494820.2021.1943692
  10. Lutfi, J. S., & Dasari, D. (2023). Mathematical representation ability in view of self-efficacy: Systematic literature review. Mathline: Jurnal Matematika Dan Pendidikan Matematika, 8(2), 439-456. http://mathline.unwir.ac.id/index.php/Mathline/article/view/400
  11. Lutfi, J. S., & Juandi, D. (2023). Mathematical representation ability: A systematic literature review. Union: Jurnal Ilmiah Pendidikan Matematika, 11(1), 124-135. https://doi.org/10.30738/union.v11i1.14048
  12. Maulani, V. A., Muslim, S. R., & Apiati, V. (2022). Analisis Kemampuan Pemodelan Matematika Peserta Didik Ditinjau dari Gaya Berpikir Gregorc. Jurnal Kongruen, 1(3), 266-271. https://jurnal.unsil.ac.id/index.php/kongruen/article/view/10930
  13. Mierluş-Mazilu, I., & Yilmaz, F. (2023). Teaching mathematics in STEM education. International Conference on Mathematics and its Applications in Science and Engineering (pp. 147-170). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-49218-1_11
  14. Mulyaningsih, S., Marlina, R., & Effendi, K. N. S. (2020). Analisis kemampuan representasi matematis siswa SMP dalam menyelesaikan soal matematika. JKPM (Jurnal Kajian Pendidikan Matematika), 6(1), 99-110. http://dx.doi.org/10.30998/jkpm.v6i1.7960
  15. Nanda, A., & Rani, R. (2025). Exploring the proficiency of basic mathematical facts among primary mathematics teachers. Asian Journal for Mathematics Education, 4(1), 31-55. https://doi.org/10.1177/27527263241307975
  16. Nilimaa, J. (2023). New examination approach for real-world creativity and problem-solving skills in mathematics. Trends in Higher Education, 2(3), 477-495. https://doi.org/10.3390/higheredu2030028
  17. Niss, M., & Jablonka, E. (2020). Mathematical literacy. Encyclopedia of mathematics education (pp. 548-553). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-15789-0_100
  18. Novitasari, P., Usodo, B., & Fitriana, L. (2021). Kemampuan Representasi Matematis Siswa dalam Memecahkan Soal Berbasis HOTS ditinjau Gaya Berpikir Sekuensial dan Acak. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(2), 1118-1131. https://doi.org/10.24127/ajpm.v10i2.3657
  19. Nurhami, N., Suaedi, S., & Ma'rufi, M. R. (2022). Kemampuan Komunikasi Matematika Siswa Berdasarkan Gaya Berpikir Acak Abstrak Dan Sekuensial Abstrak. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 5(1), 49-56. https://doi.org/10.30605/proximal.v5i1.1390
  20. Nuryadi, N., Sukestiyarno, Y., Suyitno, H., & Kharisudin, I. (2024). Mathematical Critical Thinking Profile of Students on Pisa Framework Space and Shape Content Questions Reviewed from Self-Efficacy. Educational Administration: Theory and Practice, 30(4), 1380-1400.
  21. Pramono, Y. A. Z. A., Abdussakir, A., Irawan, W. H., & Sujarwo, I. (2025). Students proportional reasoning level in solving Ill structured problem on proportion material in terms of Gregorc’s thinking style. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 9(1), 25-37. https://www.e-journal.ivet.ac.id/index.php/matematika/article/view/3568
  22. Rahmatika, T. S., Ihsanudin, I., & Rafianti, I. (2022). Kemampuan Representasi Matematis Siswa Dalam Menyelesaikan Soal Programme For International Student Assessment Ditinjau Dari Gaya Kognitif Reflektif-Impulsif. Jurnal Cendekia, 6(1), 248-258. https://doi.org/10.31004/cendekia.v6i1.1121
  23. Rahmawati, D., Hidayanto, E., & Anwar, R. B. (2017). Process of mathematical representation translation from verbal into graphic. International Electronic Journal of Mathematics Education, 12(3), 367-381. https://doi.org/10.29333/iejme/618
  24. Ratumanan, T. G., Ayal, C. S., & Tupamahu, P. Z. (2022). Mathematical representation ability of mathematics education study program students. Jupitek, 5(1), 50-59. https://doi.org/10.30598/jupitekvol5iss1pp50-59
  25. Roorda, G., de Vries, S., & Smale-Jacobse, A. E. (2024). Using lesson study to help mathematics teachers enhance students’ problem-solving skills with teaching through problem solving. Frontiers in education (Vol. 9, p. 1331674). Frontiers Media SA. https://doi.org/10.3389/feduc.2024.1331674
  26. Rosyidin, M. A., & Rosyidi, A. H. (2022). Translation failure from verbal to symbolic representations on contextual mathematics problems: Female vs male. Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika, 5(2), 117-141. https://doi.org/10.26740/jrpipm.v5n2.p117-141
  27. Safitri, A., & Khotimah, R. P. (2023). Kemampuan Literasi Matematika Peserta Didik dalam Menyelesaikan Soal PISA Konten Space and Shape Ditinjau dari Gaya Kognitif. Jambura Journal of Mathematics Education, 4(1), 24-34. https://doi.org/10.34312/jmathedu.v4i1.18745
  28. Santoso, E., Siregar, N., Mirza, A., & Suratman, D. (2025). Analysis of reflective thinking skills from the perspective of Gregorc’s thinking style. JPP (Jurnal Pendidikan dan Pembelajaran), 32(2). https://journals.um.ac.id/index.php/jpp/article/view/283
  29. Santos-Trigo, M. (2024). Problem solving in mathematics education: tracing its foundations and current research-practice trends. ZDM–Mathematics Education, 56(2), 211-222. https://doi.org/10.1007/s11858-024-01578-8
  30. Sobirin, J. H., Setiawan, Y. E., & Faradiba, S. S. (2023). Mathematical Representations Based on Field-Dependent and Field-Independent Cognitive Styles. JME (Journal of Mathematics Education), 8(2), 137-149. https://doi.org/10.31327/jme.v8i2.1981
  31. Sugiarti, T., Suwito, A., & Ummah, F. R. (2022). Representasi matematis siswa dalam menyelesaikan PISA konten space and shape ditinjau dari adversity quotient. PYTHAGORAS: Jurnal Matematika Dan Pendidikan Matematika, 17(2), 441-450. https://doi.org/10.21831/pythagoras.v17i2.47686
  32. Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills. Sustainability, 12(23), 10113. https://doi.org/10.3390/su122310113
  33. Tajudin, N. A. M., & Chinnappan, M. (2016). The Link between Higher Order Thinking Skills, Representation and Concepts in Enhancing TIMSS Tasks. International Journal of Instruction, 9(2), 199-214. https://doi.org/10.12973/iji.2016.9214a
  34. Wahab, A., Subanji, & Sisworo. (2026). Translating cyclic mathematical representations: Effects on students’ learning outcomes and cognitive processes in covariation problem-solving. Journal of Teaching and Learning, 20(2), 119-137. https://doi.org/10.22329/jtl.v20i1.9808
  35. Žakelj, A., & Klančar, A. (2022). The role of visual representations in geometry learning. European Journal of Educational Research, 11(3), 1393-1411. https://doi.org/10.12973/eu-jer.11.3.1393

Copyright (c) 2026 Khaerunnisa Khaerunnisa, Baso Intang Sappaile, Syafruddin Side

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 36 37 38 39 40 41 42 43 44 45 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Differentiated Instruction Gregorc Thinking Style Mathematical Representation PISA Space and Shape Qualitative Case Study