Profil Kesalahan Proses Berpikir Matematis Mahasiswa Berdasarkan Tahapan Berpikir Mason
DOI:
10.29303/jm.v8i2.12592Published:
2026-06-30Abstract
Mathematical thinking plays a crucial role in mathematical proof, as it determines students' ability to understand problems, develop proof strategies, and evaluate the validity of mathematical arguments. This study aimed to describe the profile of students' mathematical thinking errors based on Mason's thinking stages, namely entry, attack, and review, in proving mathematical principles on geometric vectors. A quantitative descriptive approach was employed involving 60 sixth-semester Mathematics Education students. Data were collected through an essay-based proof test and analyzed using an error analysis rubric based on Mason's thinking stages. The data were analyzed descriptively by calculating the frequency and percentage of errors at each stage. The findings revealed that errors occurred across all three thinking stages. The entry stage showed the lowest percentage of errors, whereas the attack and review stages exhibited higher error rates. Errors in the attack stage were mainly related to developing proof strategies and constructing logical arguments, while errors in the review stage indicated students' inability to verify the validity of their proofs comprehensively. These findings suggest that proof instruction should place greater emphasis on developing students' mathematical thinking strategies and reflective reasoning.
Keywords:
mathematical thinking, mathematical proof, Mason's thinking stages, geometric vectors.References
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Copyright (c) 2026 Ketut Sarjana, Gilang Primajati, Ulfa Lu'luilmaknun, Ni Made Intan Kertiyani, Eka Kurniawan, Dea Nadia
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