Analysis of Pre-Service Mathematics Teachers' Mathematical Reasoning Ability in Solving Solid Analytic Geometry Problems

Asmaun Asmaun

doi:10.63922/ijeter.v4i03.6003

Asmaun Asmaun Program Studi Pendidikan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Makassar, Indonesia

DOI: https://doi.org/10.63922/ijeter.v4i03.6003

Keywords: mathematical reasoning, solid analytic geometry, reasoning indicators, qualitative descriptive, higher education

Abstract

This study aims to describe university students' mathematical reasoning ability in solving Solid Analytic Geometry (Geometri Analitik Ruang) problems. A descriptive qualitative approach was used, involving 32 students who took the Final Semester Examination (UAS) of the Solid Analytic Geometry course at Universitas Negeri Makassar. Students' responses to three problems covering the equation of a plane, the position of two lines in space, and the position of a sphere relative to a plane were scored using a 0-4 rubric and mapped onto four mathematical reasoning indicators (IPM): performing mathematical manipulation (IPM-2), constructing proof/giving reasons (IPM-3), drawing conclusions (IPM-4), and examining the validity of an argument (IPM-5). The results show that students' overall mathematical reasoning ability falls into the medium category (mean = 2.92), with 46.9% of students categorized as high, 43.8% as medium, and 9.4% as low. Among the four indicators, constructing proof/giving reasons (IPM-3) achieved the highest mean (3.13, high category), while performing mathematical manipulation (IPM-2) achieved the lowest mean (2.61, medium category). This finding indicates a gap between students' conceptual understanding and their procedural/computational skill, particularly in vector-algebra operations. Structured, gradual practice in mathematical manipulation is recommended, while maintaining instructional strategies that have proven effective in building students' argumentation skills

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