scholarly journals Process-Oriented Routines of Students in Heterogeneous Field Dependent-Independent Groups: A Commognitive Perspective on Solving Derivative Tasks

2021 ◽  
Vol 10 (4) ◽  
pp. 2017-2032
Author(s):  
Rita Lefrida ◽  
Tatag Yuli ◽  
Agung Lukito
Keyword(s):  
Cognitive Styles ◽  
Mathematical Ability ◽  
Data Display ◽  
Education Students ◽  
Group Discussions ◽  
Feminine Gender ◽  
Field Independent ◽  
Field Dependent ◽  
Process Oriented ◽  
The City

<p style="text-align: justify;">Students are more likely to obtain correct solutions in solving derivative problems. Even though students can complete it correctly, they may not necessarily be able to explain the solution well. Cognition and communication by the students will greatly affect the subsequent learning process. The aim of this study is to describe students’ commognition of routine aspects in understanding derivative tasks for heterogeneous groups of cognitive styles-field dependent and independent. This qualitative study involved six third-semester mathematics education students in the city of Palu, Indonesia. We divided the subjects into two groups with field-independent (FI) and field-dependent (FD) cognitive styles. The first group consisted of two FI students and one FD student, and the second group consisted of two FD students and one FI student. Moreover, the subjects also have relatively the same mathematical ability and feminine gender. Data was collected through task-based observations, focused group discussions, and interviews. We conducted data analysis in 3 stages, namely data condensation, data display, and conclusion drawing-verification. The results showed that the subjects were more likely to use routine ritual discourse, namely flexibility on the exemplifying category, by whom the routine is performed on classifying and summarizing categories, applicability on inferring category, and closing conditional on explaining category. The result of ritual routine is a process-oriented routine through individualizing. This result implies that solving the questions is not only oriented towards the correct answers or only being able to answer, but also students need to explain it well.</p>

scholarly journals Do students with different cognitive styles have similar levels of statistical thinking?

2021 ◽  
Vol 14 (1) ◽  
pp. 15-33
Author(s):  
Siti Lailiyah ◽  
Nuriyatul Muslimah ◽  
Sutini Sutini
Keyword(s):  
Cognitive Styles ◽  
Ninth Graders ◽  
Data Display ◽  
Statistical Thinking ◽  
Quantitative Level ◽  
Mathematics Ability ◽  
Field Independent ◽  
Field Dependent ◽  
Mathematical Problems ◽  
Figure Test

[English]: This study aims to examine and compare students’ level of statistical thinking with different cognitive styles (Field-dependent, FD and Field-independent, FI) in solving mathematical problems. It is descriptive qualitative research involving 31 ninth-graders given the Group Embedded Figure Test (GEFT) to determine their cognitive styles. From the results of GEFT, four students with two cognitive styles and high mathematics ability were selected as participants. A test and interviews were administered for data collection. The test was analyzed based on the level of statistical thinking indicators, and the interview results were used to confirm and explore the students' statistical thinking. The results of data analysis revealed that in representing data, both FI and FD students are at transitional level. In other stages of statistical thinking: describing data display, organizing and reducing data, analyzing and interpreting data, FD students reach a quantitative level meanwhile FI students are at an analytical level. Indeed, students with FI cognitive style have a higher level of statistical thinking than FD students. This finding shows that characteristics of students with FI, for example, being more analytic, support the achievement of better levels of statistical thinking. [Bahasa]: Penelitian ini bertujuan untuk mengidentifikasi dan membandingkan level berpikir statistik siswa dengan gaya kognitif berbeda (Field-dependent, FD dan Field-independent, FI) dalam memecahkan masalah matematika. Penelitian ini merupakan penelitian kualitatif deskriptif yang melibatkan 31 siswa kelas 9. Siswa tersebut diberikan Group Embedded Figure Test (GEFT) untuk menentukan gaya kognitif. Selanjutnya, dipilih 4 siswa pada kedua gaya kognitif dengan kemampuan matematika tinggi. Data dikumpulkan melalui tes dan wawancara. Hasil tes dianalisis berdasarkan indikator level berpikir statistik dan hasil wawancara dianalisis untuk mengonfirmasi dan menggali lebih dalam berpikir statistik siswa. Hasil analisis data menunjukkan bahwa dalam menyajikan data, siswa FD dan FI berada pada level transisional. Pada tiga tahap berpikir statistik lain; menjelaskan sajian data, mengatur dan mengurangi data, menganalisis dan menerjemahkan data, siswa FD berada pada level kuantitatif sedangkan siswa FI berada pada level analitik. Dalam hal ini, siswa dengan gaya kognitif FI memiliki level berpikir statistik yang lebih tinggi dibandingkan dengan siswa FD. Hasil penelitian ini menunjukkan bahwa karakteristik siswa dengan gaya kognitif FI, misalnya cenderung lebih analitis dibandingkan FD, mendukung capaian level berpikir statistik yang lebih baik.

scholarly journals The group embedded figure and pattern test for cognitive styles of deaf-mute students

2021 ◽  
Vol 1 (2) ◽  
pp. 69
Author(s):  
Vaula Greennita Kusumawati ◽  
Andriyani Andriyani
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Test Results ◽  
Data Display ◽  
Interactive Analysis ◽  
Field Independent ◽  
Field Dependent ◽  
Collection Data ◽  
Figure Test ◽  
Different Parts

This research aim is to describe deaf-mute students' cognitive style which seen in the condition of the Group Embedded Figure Test (GEFT). Data was collected through given by GEFT to four deaf-mute students of SLBN 2 Bantul and the data were analyzed through an interactive analysis of the Miles & Huberman model namely data collection, data reduction, data display, verification or conclusion inferred. From the test results, two students were categorized to Field-Dependent (FD) cognitive style and the other students were categorized to Field-Independent (FI) cognitive style. Students with FD cognitive styles tend to have difficulty focusing on something or analyzing the pattern into different parts. In contrary, students with FI cognitive style are more capable to accept separate parts of an overall pattern and analyzing the pattern into its components.

scholarly journals ANALISIS KEMAMPUAN PENALARAN MATEMATIS DALAM MENYELESAIKAN SOAL KUBUS DAN BALOK DITINJAU DARI GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENT

INSPIRAMATIKA ◽  
2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Mustofah Mustofah ◽  
Ali Shodikin ◽  
Abdur Rohim
Keyword(s):  
Data Reduction ◽  
Data Display ◽  
Field Independent ◽  
Field Dependent

Penelitian ini bertujuan untuk mengetahui kemampuan penalaran matematis dalam menyelesaikan soal pada materi  kubus dan balok ditinjau dari gaya kognitif field independent dan field dependent. Jenis penelitian ini adalah penelitian deskriptif kualitatif.  Metode pengumpulan data dilakukan dengan metode tes dan angket. Penelitian dilakukan dengan memberikan 2 butir soal tes tulis mengenai penyelesain masalah kubus dan balok serta angket tes gaya kognitif field independent dan field dependent pada awal dan akhir penelitian. Teknik analisis data yang digunakan adalah reduksi data (data reduction), penyajian data (data display) dan melakukan penarikan kesimpulan (conclusion/verification). Hasil dari penelitian menunjukkan: (1) hasil tes soal penalaran matematis siswa dengan gaya kognitif field independent pada materi kubus dan balok mampu melalui 4 indikator lebih baik dibanding siswa dengan gaya kognitif field dependent (2) hasil tes soal penalaran matematis siswa dengan gaya kognitif field dependent pada materi kubus dan balok hanya mampu melalui 2 indikator lebih rendah dibanding siswa dengan gaya kognitif field independent.

scholarly journals Kemampuan Siswa Sekolah Menengah Pertama dalam Menyelesaikan Masalah Matematika Berdasarkan Gaya Kognitif

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Noor Fajriah ◽  
Arief Angky Suseno
Keyword(s):  
Cognitive Styles ◽  
Field Independent ◽  
Field Dependent

Karakteristik siswa dalam menyelesaikan masalah matematika berbeda-beda karena cara bertingkah laku, menerima, menilai, berpikir, dan memproses informasi dari masalah tersebut berbeda. Perbedaan ini disebut dengan “cognitive styles” (gaya kognitif) yang kemungkinan mempengaruhi kemampuanmatematika siswa. Gaya kognitif yang digunakan dalam penelitian ini  adalah gaya kognitif Field Dependent (FD) dan Field Independent (FI). Penelitian ini bertujuan untuk mengetahui ada atau tidaknya perbedaan yang signifikan kemampuan siswa dalam menyelesaikan masalah matematika berdasarkan gaya kognitif tersebut. Populasi dalam penelitian ini adalah Sekolah Menengah Pertama (SMP) di Banjarmasin Tengah. Teknik analisis data menggunakan statistika deskriptif dan statistika inferensial. Hasil penelitian menunjukkan bahwa terdapat perbedaaan yang signifikan kemampuansiswa SMP dalam masalah matematika berdasarkan gaya kognitif.Kata kunci: masalah matematika, gaya kognitif.

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 Styles and Word versus Spirit Orientations among Christians

1981 ◽  
Vol 9 (2) ◽  
pp. 175-182 ◽  
Author(s):  
Theodore T. Y. Hsieh
Keyword(s):  
Sex Role ◽  
Cognitive Styles ◽  
Christian College ◽  
Sex Distribution ◽  
Role Expectation ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
Word Versus ◽  
Rod And Frame

Christian college students classified as either Word or Spirit-oriented through a questionnaire were tested with the Rod and Frame Apparatus. Word-oriented subjects were found to be field-independent and Spirit-oriented subjects to be field-dependent in their perceptual style. No sex difference on field-dependence or independence was found within either the Word-oriented or the Spirit-oriented groups, but a significant difference in sex distribution of Word or Spirit-orientation was found. Socialization and sex role expectation effects in the churches and implications for these findings and further studies were discussed.

scholarly journals FIELD-DEPENDENT AND FIELD-INDEPENDENT COGNITIVE STYLES AND THEIR EDUCATIONAL IMPLICATIONS

1975 ◽  
Vol 1975 (2) ◽  
pp. 1-64 ◽  
Author(s):  
H. A. Witkin ◽  
C. A. Moore ◽  
D. R. Goodenough ◽  
P. W. Cox
Keyword(s):  
Cognitive Styles ◽  
Field Independent ◽  
Field Dependent ◽  
Educational Implications

Instructional Design and Cognitive Styles of Teachers in Elementary Schools

1981 ◽  
Vol 52 (1) ◽  
pp. 335-338 ◽  
Author(s):  
Marc C. Mahlios
Keyword(s):  
Instructional Design ◽  
Elementary Schools ◽  
Cognitive Styles ◽  
Sixth Grade ◽  
Elementary Classrooms ◽  
Instructional Behaviors ◽  
Field Independent ◽  
Field Dependent ◽  
Teaching Conditions ◽  
Perceptual Differentiation

To determine approaches in the design of classroom instruction, and how these differences compared to those observed under simulated teaching conditions, 12 fifth and sixth grade field-dependent ( n = 6) and field-independent ( n = 6) teachers were observed for 96 hr. in regular elementary classrooms. Over-all, the results supported several instructional principles associated with differences in teachers' cognitive style obtained under simulated teaching conditions. Statistically significant differences were obtained for 8 out of 10 instructional behaviors observed between field-dependent and field-independent teachers. The findings support certain aspects of Witkin's perceptual differentiation theory as they relate to how teachers teach.

scholarly journals Metaphorical Thinking of Students in Solving Algebraic Problems based on Their Cognitive Styles

2021 ◽  
Vol 8 (1) ◽  
pp. 75-89
Author(s):  
Muthmainnah Muthmainnah ◽  
Marwan Ramli ◽  
M Ikhsan
Keyword(s):  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Real Life ◽  
Metaphorical Thinking ◽  
Algebraic Problem ◽  
Field Independent ◽  
Field Dependent ◽  
Looking Back ◽  
Banda Aceh

One of thinking concepts which connects real life to mathematics is called metaphorical thinking. Metaphor and modelling are two closely related concepts. Besides, each individual performs different cognitive styles, such as field independent (FI) and field dependent (FD) cognitive styles. This factor possibly leads to different metaphorical thinking in solving algebraic problems. The participants of this qualitative research consist of two students at grade 7 of one of junior high school in Banda Aceh, Indonesia, with FI and FD as their cognitive styles. Based on the findings, it is found that: 1) Metaphorical thinking of the student with FI cognitive style in solving the algebraic problem in the stage of understanding the problem, devising a plan, carrying out the plan, and looking back is considered to achieve the target for each criteria of CREATE; 2) Metaphorical thinking of the student with FD cognitive style in solving the problem in the all four stages but could not reveal all criteria mentioned in CREATE. This happens as the student is unable to find the appropriate metaphor to the algebraic problem. Therefore, the student does not need to explain the suitability of the metaphor to the algebraic problem.

scholarly journals Mathematical communication skills based on cognitive styles and gender

2020 ◽  
Vol 9 (4) ◽  
pp. 847
Author(s):  
Kamid Kamid ◽  
M. Rusdi ◽  
Olva Fitaloka ◽  
Fibrika Rahmat Basuki ◽  
Khairul Anwar
Keyword(s):  
Communication Skills ◽  
Cognitive Styles ◽  
Female Students ◽  
Mathematical Communication ◽  
Field Independent ◽  
Field Dependent ◽  
And Gender ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
The Mathematical Model

This research aimed to determine the differences of mathematical communication skills based on cognitive styles and gender. This research was a mixed-method with sequential explanatory design. The population was grade XI students at Senior High School in Jambi City consisting of 53 male and 72 female students. The study used a total sampling. The key informant consisted of four field independent and four field dependent. The instruments were used cognitive style test, mathematical communication test, and interviews. The differences of mathematical communication skills were analyzed using Mann-Whitney U-Test. Qualitative data were analyze descriptively using Miles and Huberman model. The results of this study showed that there was a significant difference of Field Independent (FI) and Field Dependent (FD) students in mathematical communication skills. FI can explain the information on the question well, using the mathematical model appropriately, explaining the problem-solving strategy very clear and structured, and being able to evaluate clearly and accurately. FD able to describing the information on the matter, but less complete, using the mathematical model appropriately, explaining the problem-solving strategy, but less complete, and being able to evaluate it quite clearly. The mathematical communication skills of male and female students were not significant differences. Male students are able to explain the strategy and the steps of solving the problem quite clearly, but less structured. Female students are able to explain the strategy and steps to resolve the problem clearly and structured.

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