Analysis of Analogical Reasoning Profile in Students with High Emotional Intelligence in Solving Geometry Problems
DOI:
https://doi.org/10.56874//jmtl.2025.v4.i1/2629/5Keywords:
analogical reasoning, emotional intelligence, geometry, problem solvingAbstract
Students’ difficulties in solving geometry problems are often related to limitations in analogical reasoning. Another influencing factor is emotional intelligence, which plays a role in managing students’ thinking processes. This study aims to analyze the profile of analogical reasoning of students with high emotional intelligence in solving geometry problems. The research employed a qualitative approach with a descriptive design, conducted at SMP Negeri 9 Tasikmalaya with a subject of one eighth-grade student selected based on the results of an emotional intelligence questionnaire. Data were collected through geometry-based analogical reasoning tests and in-depth interviews, and then analyzed using Miles and Huberman’s model, which includes data reduction, data display, and conclusion drawing. The results showed that the student was able to go through each stage of analogical reasoning, namely encoding, inferring, mapping, and applying. In the encoding stage, the student identified essential elements of the problem; the inferring stage demonstrated success in finding structural similarities through the Pythagorean Theorem; the mapping stage showed the ability to transfer strategies from the source problem to the target; and the applying stage confirmed the ability to systematically apply area formulas to reach the solution. This study contributes to the development of understanding regarding the relationship between emotional intelligence and mathematical reasoning, while also serving as a reference for strengthening learning strategies that support both cognitive and affective aspects of students.
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