The effect of learning styles on senior high school students’ mathematical abstraction ability: A study at SMA N 11 Semarang

Abstract

This study addresses the low level of mathematical abstraction ability among students at SMA Negeri 11 Semarang, as identified through a preliminary investigation. To overcome this issue, the Multi-Representation Discourse Model supported by performance-based assessment was employed, with the aim of enhancing students' abstraction capabilities. The primary objective of this research is to examine the influence of students’ learning styles on their mathematical abstraction ability. A quantitative research approach was adopted, focusing on the relationship between learning styles and abstraction skills. Data were collected through an abstraction ability test, a learning style questionnaire, and interviews. The study population comprised Grade XI students at SMA Negeri 11 Semarang during the 2024/2025 academic year. A purposive sampling technique was utilized to select participants who, in the even semester of the 2024/2025 academic year, had studied the topic of related angles, demonstrated active classroom participation, and possessed effective communication skills. The sample selected for this study was Class XI-10. The findings revealed a positive correlation between students’ learning styles and their mathematical abstraction ability, with a correlation coefficient of 0.854, indicating a strong positive relationship. Furthermore, the coefficient of determination showed that learning styles accounted for 73% of the variance in students’ abstraction ability, while the remaining 27% was influenced by other factors. Based on these results, it can be concluded that learning styles significantly and positively affect students' mathematical abstraction thinking ability.