To cite this article: Mardiyah, I., Suhito, & Safaatullah, M. F. (2018). Analysis of mathematical reasoning ability of junior high school students of grade VII viewed from cognitive style on problem based learning with mind mapping. Unnes Journal of Mathematics Education, 7(2), 122-128. doi: 10.15294/ujme.v7i2.24883 UJME 7 (2) 2018: 122-128 Unnes Journal of Mathematics Education https://journal.unnes.ac.id/sju/index.php/ujme/ ISSN: 2252-6927 (print); 2460-5840 (online) Analysis of mathematical reasoning ability of junior high school students of grade VII viewed from cognitive style on problem based learning with mind mapping Istianatun Mardiyah a,* , Suhito a , Muh. Fajar Safa’atullah a a Universitas Negeri Semarang, D7 Building First Floor, Sekaran Campus Gunungpati, Semarang 50229; Indonesia * E-mail address: istianatunmardiyah@gmail.com A R T I C L E I N F O Article history: Received 15 November 2018 Received in revised form 3 August 2018 Accepted 12 August 2018 Keywords: Mathematical Reasoning Ability; Cognitive Style; Problem Based Learning; Mind Mapping. Abstract The method used in this research is a mixed method with the research design that is explanatory sequential design. The result of this research are (1) Mathematical reasoning ability of grade VII students after being given learning by using PBL with mind mapping reached minimal completeness criteria; (2) the description of students' mathematical reasoning ability with independent field cognitive style were capable to present mathematical statements, propose conjecture, do mathematical manipulation, give reason to solution, and draw conclusion; and (3) the description of students' mathematical reasoning ability with field-dependent cognitive style were capable to present mathematical statements, yet incapable to propose conjecture, FDK students were less able to manipulate mathematics, while FDL students were incapable to perform mathematical manipulation, provide reason for solution, and draw conclusions. © 2018 Published by Mathematics Department, Universitas Negeri Semarang 1. Introduction Mathematics is a universal science which is useful for human life. It underlies the development of modern technology, and has an important role in various disciplines and advances the human mind. Rapid development in the field of information and communication technology today is based on the development of mathematics in the field of number theory, algebra, analysis, probability theory, and discrete mathematics. To master and create technology in the future, it takes mastery and understanding of mathematics strong from early (Kemdikbud, 2014). One of the goals of mathematics listed in Permendikbud Number 58 Year 2014 is to use reasoning in nature, manipulate mathematics both in simplification, and analyze the existing components in problem solving in the context of mathematics and others. In line with that, the aspects assessed in the mathematical assessment include comprehension, procedure, representation and interpretation, reasoning, problem solving and attitude (Kemdikbud, 2014). Based on the description, reasoning ability is one of the capabilities students must have in the mathematics learning process. The term of reasoning is described by Copi (in Triastuti et al., 2013) as a thought process to draw truth-based inferences (premises) that have been considered as true. Again, Mueller & Maher (in Agoestanto et al., 2018) state that reasoning is a process that allows to review and rebuild previous knowledge in order to build new arguments. One of the mathematical abilities included in high-level mathematical thinking is the ability of mathematical reasoning (Adhi & Kusumah, 2017). The ability of mathematical reasoning is the ability to think or understand the problems of mathematics logically in order to obtain completion, sorting out what is important and not important in solving a problem that, and explain, or give the reasons for the settlement of a problem (Marsa et al., 2014). The indicator of mathematical reasoning ability formulated in technical explanation of Dirjen Dikdasmen Regulation No.506/C/PP/2004 cited by Ruslan & Santoso (2013) are (1) presenting mathematical statement orally, written, drawing, and diagrams; (2) filling a conjecture; (3)