Probabilistic Thinking of Undergraduate Male Mathematics Education Students in Solving Probability Problems Involving Binomial Distribution Based on Field-Independent Cognitive Styles

This study explores the probabilistic thinking of a male undergraduate mathematics education student characterized by a masculine gender trait and a field-independent (FI) cognitive style. The subject, referred to as MLI (Male, Field-Independent), was selected through purposive sampling based on gender traits, results from the Group Embedded Figures Test (GEFT), and mathematical ability assessed through UTBK SBMPTN questions. Most students tested were classified as having moderate mathematical ability, and the MLI subject was selected accordingly. Using a descriptive qualitative approach with a case study design, the study aimed to analyze the subject’s approach to solving a probability problem involving binomial distribution. Data were gathered through a problem-solving task administered at the Faculty of Teacher Training and Education, Universitas Sembilanbelas November Kolaka. The data analysis process included data reduction, presentation, and conclusion drawing. Findings revealed that the MLI subject successfully applied Polya’s four-step problem-solving model understanding the problem, devising a plan, carrying out the plan, and looking back. Although formulas were not explicitly written, the subject demonstrated clear logical structure and accurate reasoning. Reflective thinking was confirmed through interviews. These results highlight the need to develop probabilistic thinking in mathematics education to support effective teaching and real-world decision-making.