Adaptive reasoning profile of students in solving mathematical problems viewed from field-dependent and field-independent cognitive style

2020 ◽  
Author(s):  
Aning Wida Yanti ◽  
Sutini ◽  
Taufik Kurohman
Keyword(s):  
Cognitive Style ◽  
Field Independent ◽  
Field Dependent ◽  
Mathematical Problems

scholarly journals Analisis Kemampuan Pemecahan Masalah Matematika Siswa Berdasarkan Teori APOS (Action, Process, Object, Schema) Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent

2021 ◽  
Vol 1 (1) ◽  
pp. 51
Author(s):  
Mochamad Jazim ◽  
Dinawati Trapsilasiwi ◽  
Randi Pratama Murtikusuma ◽  
Arifiatun Arifiatun
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Mathematical Problem ◽  
Research Subjects ◽  
Ability Test ◽  
Process Stage ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Mathematical Problems

This study aims to describe and analyze students' mathematical problem solving abilities based on theory of APOS (Action, Peocess, Object, Schema) in terms of Field Dependent and Field Independent Cognitive Style. It is descriptive research with qualitative approach. The research subjects are 34 students in class XI MIPA 1 SMA Nurul Islam Jember, they are grouped on cognitive style, they are 24 students having field independent cognitive style and 10 students having field dependent cognitive style. The method of data collection use a GEFT (Group Embedded Figure Test), test of problem solving abilities, , and interviews. The results of the data analysis of the problem solving ability test and interviews showed that at the action stage, students with the independent field cognitive style (FI) tended to be able to explain the meaning and information on the questions even though they did not write down what they knew. Students with the field dependent cognitive style (FD) tend to be able to write down the information contained in the questions, but have difficulty explaining the meaning of the questions. At the process stage, FI and FD students are able to model and explain the stages well, but FD still has errors in the resulting mathematical model. At the object stage, FI students tend to work on questions freely, while FD students tend to work on questions in detail or are fixated on completely arranged steps, FD students also have difficulty in explaining back the results of their work. At the schema stage, FI and FD students tend to be able to explain how to use the information contained at the object stage to be used at the schema stage. In general, students with a field independent cognitive style in solving mathematical problems tend to be free or not fixated on complete and detailed steps, and have an analytical nature, so they are able to sort out the important information contained in the questions. Students with a field dependent cognitive style in solving math problems tend to be bound or fixated with steps that are arranged in a complete and detailed manner. Keywords: mathematics problem solving, APOS theory, cognitive style

scholarly journals Intuition Characteristics of Student in Mathematical Problem Solving in Cognitive Style

2020 ◽  
Vol 1 (2) ◽  
pp. 31-42
Author(s):  
Megasari Wuryanie ◽  
Teguh Wibowo ◽  
Nila Kurniasih ◽  
Isnaeni Maryam
Keyword(s):  
Cognitive Style ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Data Display ◽  
Analysis Techniques ◽  
Field Independent ◽  
Field Dependent ◽  
Mathematical Problems ◽  
Field Notes ◽  
Data Validity

This study aims to describe the student's intuition characteristics in solving mathematical problems in the cognitive style Field Dependent (FD) and Field Independent (FI). Source of data comes from students taken with a purposive technique. Data collection techniques using tests, field notes, and interviews. The data validity inspection technique used triangulate technique. Data analysis techniques used data reduction, data display, and conclusion drawing. Based on the results of the study concluded that: students with a Field Dependent (FD) cognitive style used intuition with direct, self-evident, extrampolativeness, intrinsic certainly, coerciveness, and conclusive characteristics. While students with Field Independent (FI) cognitive style use intuition with direct, extrampolativeness, self-evident, intrinsic certainly, coerciveness, and conclusive characteristics. In addition, there are also characteristics that are not found in Field Dependent students, there are globality and one of the anticipatory intuition characteristics (trying hard to solve problems).

scholarly journals Proses Berpikir dalam Memecahkan Masalah Logika Matematika Ditinjau dari Gaya Kognitif Field Independent dan Field Dependent

2017 ◽  
pp. 93
Author(s):  
Ardi Dwi Susandi ◽  
Santi Widyawati
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Thought Process ◽  
Field Independent ◽  
Analysis Technique ◽  
Conceptual Thought ◽  
Field Dependent ◽  
Mathematical Problems ◽  
Processing Information ◽  
Thinking Process

The process of thinking is the steps that a person uses in receiving, processing, concluding, and reusing the information obtained to resolve the issues related to solve the problem of the memory. While cognitive style is an activity that became a characteristic of learners in the functioning of mental activities in the field of cognitive (thinking, remembering, processing information, organizing, solving problems, and making decisions) which is consistent. Cognitive style has a major role when utilized in an effort to improve the effectiveness of the learning process. Cognitive styles are divided into two, namely, Field Independent (FI) and Field Dependent (FD). This research is descriptive qualitative which describes the process of thinking of students in solving mathematical problems on material combinations and permutations. The data collection method in this study using GEFT tests to determine cognitive styles of students, test description of material combinations and permutations to obtain the thinking process of students, and interviews. Based on cognitive style, students are grouped into 2 groups: FI and FD, and then subsequently selected two students from two groups of students from the FI and FD to give test of thinking ability and then interviews. Data analysis technique used Miles and Huberman, data reduction, display, and conclusion drawing / verification. Based on the analysis we concluded that students who have the cognitive styles FI tend to have a conceptual thought process. Likewise, students who have the cognitive style FD, these students are also likely to have a conceptual thought process. The process of conceptual thinking is the thought process which solves problems by using the concept that has been owned by the results of studies.

scholarly journals PROSES BERPIKIR PESERTA DIDIK DALAM PEMECAHAN SOAL CERITA MATEMATIKA DITINJAU DARI GAYA KOGNITIF

2020 ◽  
Vol 1 (2) ◽  
pp. 59-64
Author(s):  
Econ Kabiran ◽  
Theresia Laurens ◽  
Johannis Takaria
Keyword(s):  
Cognitive Style ◽  
Computational Thinking ◽  
Story Problems ◽  
Conceptual Thinking ◽  
Field Independent ◽  
Field Dependent ◽  
Mathematical Problems ◽  
Qualitative Descriptive ◽  
Thinking Process ◽  
Thinking Processes

This study aims to describe the thinking process of students in solving mathematical problems of triangular and quadrilateral material in terms of cognitive style. The thinking process in this study is the steps taken by students involving mental activities in solving problems related to problem solving. The process of thinking in this study there are three kinds, namely conceptual thinking, semi-conceptual thinking and computational thinking. This research is a qualitative descriptive study. The subjects in this study were grade VII students consisting of four students with details of each two students from the Field Independent (FI) cognitive style and two students from the Field Dependent cognitive style (FD). Data collection techniques used in this study were mathematical tests and interviews. Data on the results of mathematical tests and interviews were analyzed based on indicators suitable with the conceptual thinking process, semi-conceptual thinking process and computational thinking process. From the results of data analysis, it was found that the students' thinking processes in solving mathematical story problems in the Field Independent group is the conceptual and semi-conceptual thinking processes. And students' thinking processes in solving mathematical story problems in the Field Dependent group tend to be semi-conceptual and computational thinking processes.

Field Dependence and the Differentiation of Affective States

1981 ◽  
Vol 139 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Katharine R. Parkes
Keyword(s):  
Sex Differences ◽  
Social Class ◽  
Cognitive Style ◽  
Field Dependence ◽  
Normal Female ◽  
Cognitive Symptoms ◽  
Affective States ◽  
Clear Cut ◽  
Field Independent ◽  
Field Dependent

SummaryThe extent to which anxiety, irritability and depression were differentiated as separate entities associated with characteristic patterns of somatic and cognitive symptoms by field dependent (FD) and field independent (Fl) normal female subjects was studied with the Hidden Figures Test and Unpleasant Emotions Questionnaire. In the Fl group the correlations between the three emotions were low and non-significant, reflecting a clear-cut differentiation in symptom configuration, as shown by psychiatrists. In the FD group the inter-correlations were significant and positive, corresponding to relatively poor symptom differentiation, comparable to that of a psychiatric patient group. This suggests that the cognitive style variable of field dependence may underly differences in symptom differentiation associated with psychiatrist/patient differences and, more generally, with social class and sex differences.

scholarly journals Peculiarities of management of cognitive barriers in educational activity of students with field-independent and field-dependent styles

2020 ◽  
pp. 54-65
Author(s):  
Ngo Thi Nga
Keyword(s):  
Cognitive Style ◽  
Cognitive Activity ◽  
Educational Activity ◽  
Professional Activities ◽  
Cognitive Difficulties ◽  
Field Independent ◽  
Field Dependent

The survey is dedicated to the identification of cognitive barriers in educational and professional activities among students with field-dependent and field-independent styles of cognitive activity. For these purposes, we used the principle of taxonomy proposed by B. Bloom (“the taxonomy of the levels of knowledge of Benjamin Blum”), as well as the “Gottschaldt figures” technique. The results show that the cognitive style is a factor influencing the level of cognitive difficulties.

scholarly journals The effect of problem based learning by cognitive style on critical thinking skills and student retention

2020 ◽  
Vol 10 (2) ◽  
pp. 271
Author(s):  
Syamsul Arifin ◽  
Punadji Setyosari ◽  
Cholis Sa’dijah ◽  
Dedi Kuswandi
Keyword(s):  
Critical Thinking ◽  
Student Retention ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Field Independent ◽  
Field Dependent

The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. Subject of this research are students in three different senior high school with two class samples in each school. There are 102 students of control class with Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instrument of this research are test and questionnaires. The findings of this research are that there are significant differences in student critical thinking skills and retention between groups of student with Field Dependent (FD) and Field Independent (FI) cognitive styles and also between group of student with Direct Instruction model and Problem Based Learning model. Each learning model has interaction with critical thinking skills but not student retention. This research is useful for educators to develop students critical thinking skills processes with an effective learning model approach especially for senior high school students. The educators can know the interaction of cognitive styles with student retention, the extent to which cognitive styles are able to have an impact on student retention. This research provides knowledge an effective learning model to develop critical thinking skills and retention of student both Field Dependent and Field Independent cognitive style. Based on cognitive style, Field Independent students have higher retention and critical thinking skills compared to Field Dependent students.

COGNITIVE STYLE PERFORMANCE AND FORM DISCRIMINATION

1973 ◽  
Vol 1 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Glen M. Vaught ◽  
Paul A. Roodin
Keyword(s):  
College Students ◽  
Cognitive Style ◽  
Field Dependence ◽  
Active Touch ◽  
Female College Students ◽  
Form Discrimination ◽  
Female College ◽  
Passive Touch ◽  
Field Independent ◽  
Field Dependent

Forty-two male and 42 female college students were subdivided into field independent, medium, and field dependent identity groups and matched for sex. Each subject was given 24 active and 24 passive touch form discrimination trials. The results showed that active touch form discrimination yielded fewer errors than passive touch and that females were better form discriminators than males. The interaction between field dependence, form discrimination and sex showed that in contrast to field independent subjects, field dependent males made more form discrimination errors while females improved. This interaction is discussed in relation to the field dependence literature.

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