Analisis Kemampuan Pemahaman Konsep Matematis Ditinjau Dari Tipe Kepribadian Keirsey Pada Peserta Didik MTsN Gowa
Keywords:
Mathematical Conceptual Understanding, Keirsey Personality TypesAbstract
This study aims to identify the classification of students’ Keirsey personality types and analyze ninth-grade students’ mathematical conceptual understanding at MTsN Gowa based on those personality types. This research was conducted because conceptual understanding is a crucial component in learning mathematics; however, many students still struggle to comprehend mathematical concepts even after receiving instruction. Additionally, previous studies have primarily focused on learning models, materials, or cognitive factors and have not explored the role of psychological characteristics such as Keirsey personality types. Therefore, this research addresses this gap by examining whether students’ conceptual understanding is influenced by their personality tendencies. This study employed a quantitative descriptive method with saturated sampling involving all 74 ninth-grade students. The instruments used were the Keirsey personality questionnaire, a mathematical conceptual understanding test, and documentation. The findings show that the personality classification consists of 19 Guardian, 20 Artisan, 13 Rational, and 22 Idealist students. The level of mathematical conceptual understanding is categorized as moderate with an average score of 67.78, which remains below the minimum mastery criteria. Based on personality types, students with the Rational personality type achieved the highest scores due to their analytical and logical thinking tendencies, which support conceptual reasoning. Meanwhile, Guardian personality type students obtained the lowest scores, which may be due to their preference for structured and procedural learning, making abstract conceptual reasoning more challenging. The contribution of this study lies in offering a new perspective in mathematics education by integrating personality-based differentiation. These findings may serve as a reference for developing adaptive and personalized learning strategies that align with students’ psychological characteristics, potentially improving the effectiveness of mathematics instruction.
Downloads
References
Agustin, M. D. A. (2018). Proses Berfikir Matematis Siswa Dalam Memecahkan Masalah Matematika Ditinjau Dari Tipe Kepribadian Keirsey. Madrosatuna: Journal of Islamic Elementary School, 2(2), 29–38. https://doi.org/10.21070/madrosatuna.v2i2.1967
Aledya, V. (2019). Kemampuan Pemahaman Konsep Matematika Pada Siswa.
Anjani, R., M, D., & Kamid. (2021). Proses Berpikir Siswa dalam Memecahkan Masalah Matematika Materi Sistem Persamaan Linear Tiga Variabel yang Ditinjau dari Tipe Kepribadian Keirsey. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(3), 2746–2755. https://doi.org/10.31004/cendekia.v5i3.835
Ariani, D. (2024). Analisis Kesalahan Siswa Berdasarkan Kriteria Watson Terhadap Kemampuan Berpikir Kreatif Matematis Dalam Menyelesaikan Soal HOTS. Universitas Malikussaleh. https://doi.org/10.29103/jpmm.v5i1.19186
Astuti, R. P., Aminudin, M., & Maharani, H. R. (2018). Deskripsi Metakognisi Ditinjau dari Tipe Kepribadian Rational dan Artisan. Kontinu: Jurnal Penelitian Didaktik Matematika, 2(2), 98. https://doi.org/10.30659/kontinu.2.2.98-121
Awi, Mulbar, U., & Sahriani. (2021). Deskripsi Kemampuan Pemecahan Masalah Matematika Siswa Ditinjau dari Tipe Kepribadian Menurut Keirsey. 5(1), 18–31.
Erikson, E. H. (1968). Identity: Youth and Crisis. In W. W. Norton & Company. https://doi.org/10.1016/0002-9416(69)90154-7
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Humairoh, D. (2021). Analisis Proses Pemodelan Masalah Matematika Peserta Didik Ditinjau Dari Tipe Kepribadian Keirsey. Universitas Islam Negeri Sunan Ampel Surabaya.
Jumrah. (2023). Mathematical Problem-Solving Ability of Rational Personality Students. Pattimura Proceeding: Conference of Science and Technology, 4(1), 46–53. https://doi.org/10.30598/pattimurasci.2023.knmxxi.46-53
Kazi, S., & Galanaki, E. (2020). Piagetian Theory of Cognitive Development. The Encyclopedia of Child and Adolescent Development, 1–11. https://doi.org/10.1002/9781119171492.wecad364
Keirsey, D. (1998). Please Understand Me II: Temprament, Character, Intelligence. In S. Montgomery (Ed.), Prometheus.
Khairani, B. P., Maimunah, & Roza, Y. (2021). Analisis Kemampuan Pemahaman Konsep Matematis Siswa Kelas XI SMA/MA Pada Materi Barisan dan Deret. 05(02). 10.31004/cendekia.v5i2.623
Khasanah, M., Utami, R. E., & Rasiman. (2020). Analisis Kemampuan Pemahaman Konsep Matematis Siswa SMA Berdasarkan Gender. Imajiner: Jurnal Matematika Dan Pendidikan Matematik, 2(5). https://doi.org/10.26877/imajiner.v2i5.6517
Mufidah, W. I. H., Abidin, Z., & Nursit, I. (2021). Analisis Kemampuan Pemecahan Masalah Matematis Peserta Didik Ditinjau Dari Tipe Kepribadian Artisan. Jurnal Penelitian, Pendidikan, Dan Pembelajaran, 16(1), 1–8.
Nova, M. &. (2021). THE ABILITY OF STUDENTS’ CONCEPTUAL UNDERSTANDING IN COMPLETING STORY PROBLEMS ON MATHEMATICS. 12(2), 123–136.
Prasetyo, A., Dwidayati, N. K., & Junaedi, I. (2017). Students’s Mathematical Connection Ability and Disposition Reviewed by Keirsey Personality Type through Eliciting Activities Mathematics Learning Model Kemampuan. Unnes Journal of Mathematics Education, 6(2), 190–197. https://doi.org/10.15294/ujme.v6i2.14301
Pratiwi, P., Ruswana, A. M., & Nuraida, I. (2025). Analisis Kemampuan Representasi Matematis Siswa Dalam Menyelesaikan Soal Cerita Materi Himpunan Ditinjau Dari Tipe Kepribadian David Keirsey. 6(1), 240–245.
Purwaningsih, K., Zaenuri, Z., & Hidayah, I. (2017). Analysis of Concept Understanding Ability in Contextual Teaching And Learning in Quadrilateral Materials Viewed from Students Personality Type. Unnes Journal of Mathematics Education, 6(1), 142–151. https://doi.org/10.15294/ujme.v6i1.12642
Purwaningsih, W., & Marlina, R. (2022). Analisis Kemampuan Pemahaman Konsep Matematis Siswa Smp Kelas VII Pada Materi Bentuk Aljabar. Jurnal Pembelajaran Matematika Inovatif, 5(3). https://doi.org/10.22460/jpmi.v5i3.639-648
Rabbani, A., Baidowi, Wahidaturrahmi, & Sripatmi. (2022). Kemampuan Pemecahan Masalah Matematika Ditinjau dari Tipe Kepribadian Myers Briggs Type Indicator (MBTI) Siswa Kelas IX. Jurnal Ilmiah Profesi Pendidikan, 7(3b), 1525–1533. https://doi.org/10.29303/jipp.v7i3b.815
Safitri, D. A. (2020). Kemampuan Representasi Matematis Siswa Kelas VIII Ditinjau Dari Tipe Kepribadian Keirsey Pada Active Learning Group to Group Exchange. Universitas Negeri Semarang.
Saragih, S. (2018). Analisis Kemampuan Pemahaman Konsep Matematis dan Kemampuan Pemecahan Masalah Matematis Siswa SMP pada Materi Sistem Persamaan Linear Dua Variabel ( SPLDV ). 4(1), 9–16. https://doi.org/10.24014/sjme.v3i2.3897
Sari, R. A., Anggraeni, F., & Mazlan. (2021). Kemampuan Pemecahan Masalah Matematika: Sebuah Tinjauan terhadap Kepribadian Guardian dan Idealis. At- Tarbawi, 8(1), 101–116. https://doi.org/10.32505/tarbawi.v13i1.2552
Setiani, N., & Roza, Y. (2022). Analisis Kemampuan Siswa Dalam Pemahaman Konsep Matematis Materi Peluang Pada Siswa SMP. 06(02), 2286–2297.
Widiyatmoko, S. (2018). Deskripsi Penalaran Analogi Ditinjau dari Tipe Kepribadian David Keirsey Siswa SMP Negeri 1 Ajibarang.
Widyastuti, R. T., & Airlanda, G. S. (2021). Efektivitas Model Problem Based Learning terhadap Kemampuan Pemecahan Masalah Matematika Siswa Sekolah Dasar. Jurnal Basicedu, 5(3). https://doi.org/10.31004/basicedu.v5i3.896
Zahro, Y. M., Agustina, Lady, & Galatea, C. K. (2023). Analisis Berpikir Logis Siswa SMP Pada Pokok Bahasan Aritmatika Sosial Berdasarkan Tipe Kepribadian Keirsey (Guardian dan Artisan). Kadikma, 14(1).
Zuraidah. (2022). Analisis Literasi Matematis Keislaman Mahasiswa Tadris Matematika Ditinjau Dari Tipe Kepribadian Keirsey. Aksioma: Jurnal Program Studi Pendidikan Matematika, 11(2), 906. https://doi.org/10.24127/ajpm.v11i2.4627
