Sensing and Intuition Thinking Styles in Mathematical Problem Solving Among Vocational Students

Abstract

Mathematical problem-solving ability is a critical competency for students’ academic achievement and professional readiness in the digital era. Cognitive characteristics, particularly sensing and intuition thinking styles within the Myers-Briggs Type Indicator framework, are often assumed to influence how students approach mathematical problems. However, empirical findings regarding this relationship remain inconclusive. This study aimed to examine the relationship between sensing and intuition thinking styles and mathematical problem-solving ability among vocational high school students and to derive pedagogical implications for mathematics instruction. Employing a quantitative correlational design, the study involved 49 students enrolled in the Software Engineering program at a Vocational High School. Data on thinking styles were collected using the Myers-Briggs Type Indicator instrument, while mathematical problem-solving ability was measured through a test assessing four indicators: understanding problems, planning solutions, implementing solution strategies, and evaluating results. Data were analyzed using point-biserial correlation and the coefficient of determination. The findings revealed a weak negative relationship between thinking styles and mathematical problem-solving ability (r = −0.278), with a contribution of only 7.77%. Correlation analyses across all problem-solving indicators also ranged from very weak to weak. These findings suggest that thinking style differences are not a dominant factor influencing mathematical problem-solving ability. Therefore, mathematics instruction should emphasize the development of comprehensive problem-solving skills rather than differentiated learning based solely on sensing and intuition preferences.