Pseudo Students' Thinking Process in Solving Function Composition Inverse Problems Based on Piaget's Theory

The purpose of this study was to describe the pseudo-thinking process of students in solving inverse function composition problems based on Piaget’s theory. This study was descriptive qualitative research. Subjects were selected using purposive sampling, with two 11th-grade students from MAN 3 Banyuwangi participating in the study. The instruments used were mathematics tests and interview guidelines. Data collection techniques included test sheets with think-aloud, followed by interviews, which were then analyzed and described. Data analysis techniques employed the Miles and Huberman procedure, which consisted of data condensation, data presentation, and conclusion drawing. The data validity technique used triangulation methods. The test used in this study consisted of two questions. The results showed that students who think pseudo-correctly or pseudo-incorrectly tend to experience many assimilation processes in Piaget’s stages. Students who think pseudo-correctly continue to experience assimilation, so they will only be in a state of disequilibrium. Students who think pseudo-incorrectly initially experience many assimilation processes, followed by disequilibrium, but can reach a state of equilibrium. Individuals with pseudo-wrong thinking have a more effective accommodation process than those with pseudo-right thinking. Thus, students with pseudo-right thinking tend to go through two Piaget stages in solving inverse function composition problems, while students with pseudo-wrong thinking go through all four Piaget stages.