Students' Mathematical Abstraction Thinking Ability with Kinesthetic Learning Style through Multi Representation Discourse Learning Model Assisted by Performance Assessment Integrated with Google Sites

This study aims to describe the mathematical abstraction ability of kinesthetic learners through the application of a Multi-Representation Discourse (MRD) learning model assisted by performance assessment and integrated with Google Sites. This research employed a qualitative descriptive design. The participants were two 11th-grade students at SMA Negeri 11 Semarang identified as having a kinesthetic learning style, selected using purposive sampling. Data were collected through abstraction ability tests and interviews, followed by technique triangulation to ensure validity. The analysis involved data reduction, display, verification, and conclusion drawing. The triangulation of test and interview data revealed that kinesthetic learners demonstrated fairly capable to capable performance across several indicators of mathematical abstraction, particularly in representing ideas, manipulating abstract objects, and connecting mathematical processes. However, they showed difficulties in visualizing complex spatial contexts and selecting appropriate strategies. Improvements in abstraction ability were observed after the implementation of the MRD model with performance assessment support. This study integrates performance-based assessment within the MRD model using Google Sites to support kinesthetic learners' abstract reasoning in mathematics. The results of this study can benefit educators and curriculum designers in developing instructional models tailored to students with kinesthetic learning preferences, especially in fostering mathematical abstraction skills.