scholarly journals Collaborative Problem-Solving Strategies and Cognitive Style: The Impact and Interaction on Students' Mathematical Reasoning Abilities

2021 ◽  
Vol 58 (2) ◽  
pp. 841-848
Author(s):  
Agus Setiawan Et al.
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Learning Strategies ◽  
Mathematical Reasoning ◽  
Cognitive Styles ◽  
Collaborative Problem Solving ◽  
Reasoning Abilities ◽  
Collaborative Problem ◽  
Field Independent ◽  
Field Dependent

This study aims at identifying the effect of collaborative problem solving (CPS) learning strategies on students' mathematical reasoning abilities with different cognitive styles, namely field-dependent (FD) and field-independent (FD). This study is a quasi-experimental study with a 2x2 factorial design. A total of 103 students of SMPN 3 Mesuji, Indonesia as research subjects. Mathematical reasoning ability data were obtained from essay tests and cognitive style data were obtained from the GEFT test. Data analysis used two-way analysis of variance (ANOVA) test. The results of this study are: 1) there were significant differences in mathematical reasoning abilities between students who received collaborative problem solving and direct instruction learning strategies, 2) there were significant differences in mathematical reasoning abilities between students who had field dependent and field independent cognitive styles, 3) there was no significant interaction between different learning strategies (collaborative problem solving and direct instruction) and cognitive styles (field dependent and field independent) on mathematical reasoning abilities.

Komparasi Kemampuan Penalaran matematis mahasiswa ditinjau dari Gaya Kognitif

2020 ◽  
Vol 2 (2) ◽  
pp. 142-153
Author(s):  
Farah Heniati Santosa ◽  
Habib Ratu Perwira Negara ◽  
Indrawati ◽  
Samsul Bahri ◽  
Samsuriadi
Keyword(s):  
Cognitive Style ◽  
Mathematical Reasoning ◽  
Cognitive Styles ◽  
First Semester ◽  
Reasoning Abilities ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Quasi Experiment

This study aims to obtain a picture of the achievement of mathematical reasoning abilities of students who obtain PBL learning in terms of cognitive fields dependent and field independent. This research is a quasi-experiment involving 97 first semester students. Analysis of the study used one way ANAVA. The research instruments were cognitive style tests and mathematical reasoning abilities tests. The results of the study concluded that there are differences in students' mathematical reasoning abilities that have field dependent and field independent cognitive styles, that is, students with independent field cognitive styles have better mathematical reasoning abilities compared to students with field dependent cognitive styles.

scholarly journals PENGARUH PAKET PEMBELAJARAN PENDIDIKAN LINGKUNGAN HIDUP DAN GAYA KOGNITIF TERHADAP KEMAMPUAN MEMECAHKAN MASALAH LINGKUNGAN (Studi Eksperimen pada Jurusan Kimia, FMIPA Universitas Negeri Jakarta)

2017 ◽  
Vol 13 (1) ◽  
pp. 55-68
Author(s):  
Agung Purwanto
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Learning Environment ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Environmental Problems ◽  
Integrated Learning ◽  
Problem Solving Skills ◽  
Field Independent ◽  
Field Dependent

The objective of the research was aimed at finding out whether there is effect of the environmental education learning package and cognitive style on environmental problem solving skills. This research conducted was exsperiment methode. The target of population is the students at the Mathematics and Natural Sciences at the State University of Jakarta. Then accessible of population is Department of Chemistry and take it by randomly (n=40).The research came five conclusions are follow: the first, as a whole the ability of students problem-solving learning environment in an integrated package of environmental education is high than the monolithic environmental education learning package; the second, the ability of students problem-solving learning environment in field independent style cognitive is not high than the field dependent style cognitive; the third, interaction effect between learning and cognitive styles environmental education package; the fourth, the ability of students to solve environmental problems based on cognitive style of field dependent on an integrated learning package environmental education lower than on learning environmental education monolithic package, and the five, there is the ability of students to solve environmental problems based on field independent cognitive styles in an integrated learning package environmental education is high than on learning environmental education monolithic package.

scholarly journals Collaborating With Style: Using an Agent-Based Model to Simulate Cognitive Style Diversity in Problem Solving Teams

2019 ◽  
Author(s):  
Samuel Lapp ◽  
Kathryn Jablokow ◽  
Christopher McComb
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Collaborative Problem Solving ◽  
Design Problems ◽  
Team Members ◽  
Agent Based ◽  
Collaborative Problem ◽  
Problem Solving Teams ◽  
Problem Solving Behavior

Abstract Collaborative problem solving can be successful or counterproductive. The performance of collaborative teams depends not only on team members’ abilities, but also on their cognitive styles. Cognitive style measures differences in problem-solving behavior: how people generate solutions, manage structure, and interact. While teamwork and problem solving have been studied separately, their interactions are less understood. This paper introduces the KAI Agent-Based Organizational Optimization Model (KABOOM), the first model to simulate cognitive style in collaborative problem solving. KABOOM simulates the performance of teams of agents with heterogeneous cognitive styles on two contextualized design problems. Results demonstrate that, depending on the problem, certain cognitive styles may be more effective than others. Also, intentionally aligning agents’ cognitive styles with their roles can improve team performance. These experiments demonstrate that KABOOM is a useful tool for studying the effects of cognitive style on collaborative problem solving.

scholarly journals Collaborating with Style: Using an Agent-Based Model to Simulate Cognitive Style Diversity in Problem Solving Teams

2019 ◽  
Author(s):  
Christopher McComb ◽  
Kathryn Jablokow ◽  
Samuel Lapp
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Collaborative Problem Solving ◽  
Design Problems ◽  
Team Members ◽  
Agent Based ◽  
Collaborative Problem ◽  
Problem Solving Teams ◽  
Problem Solving Behavior

Collaborative problem solving can be successful or counterproductive. The performance of collaborative teams depends not only on team members' abilities, but also on their cognitive styles. Cognitive style measures differences in problem-solving behavior: how people generate solutions, manage structure, and interact. While teamwork and problem solving have been studied separately, their interactions are less understood. This paper introduces the KAI Agent-Based Organizational Optimization Model (KABOOM), the first model to simulate cognitive style in collaborative problem solving. KABOOM simulates the performance of teams of agents with heterogeneous cognitive styles on two contextualized design problems. Results demonstrate that, depending on the problem, certain cognitive styles may be more effective than others. Also, intentionally aligning agents' cognitive styles with their roles can improve team performance. These experiments demonstrate that KABOOM is a useful tool for studying the effects of cognitive style on collaborative problem solving.

scholarly journals Designing Like a Human: Simulating Cognitive Style in Teamwork with an Agent-Based Model

2019 ◽  
Author(s):  
Samuel Lapp
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Performance Testing ◽  
Collaborative Problem Solving ◽  
Agent Based Model ◽  
Improve Performance ◽  
Agent Based ◽  
Race Car ◽  
Collaborative Problem

This thesis describes the development of an agent-based model for simulating cognitive style in the context of collaborative problem solving. Cognitive style describes the diverse ways in which people solve problems. Individuals’ cognitive styles can impact the success or failure of a design team. However, the effects of cognitive style in collaborative problem solving are not well understood. To address this gap, this thesis presents KABOOM (KAI Agent-Based Organizational Optimization Model), the first agent-based model of teamwork to incorporate cognitive style. In this thesis, experiments using KABOOM investigate the interacting effects of a design team’s communication patterns, specialization, and cognitive style composition on a team’s performance. Testing the model with a race car design problem reveals that teams can strategically leverage diversity of cognitive style to improve performance. By simulating cognitive style and team problem solving, KABOOM lays the groundwork for the development of team simulations that reflect humans’ diverse problem-solving styles.

scholarly journals GAYA KOGNITIF FIELD-DEPENDENT DAN FIELD-INDEPENDENT SEBAGAI JENDELA PROFIL PEMECAHAN MASALAH POLYA DARI SISWA SMP

Factor M ◽  
2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Eka Resti Wulan
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Research Subject ◽  
Field Independent ◽  
Field Dependent ◽  
Pythagoras Theorem ◽  
Looking Back ◽  
Better Than

The aim of this research is to describe junior high school students’ problem solving profile in the Pythagoras Theorem problem based on the cognitive styles of FI and FD. The subjects of this research consisting of two subjects FI and two subjects FD in VIII H SMP Negeri 2 Lumajang. Instruments used: cognitive style tests (GEFT), Pythagoras Theorem problem solving tests, and interview guideline. Problem-solving indicators that be used is Polya's problem solving steps: understanding the problem, devise a plan, carry out the plan, and looking back. The results of this study is the FI subject is better than the FD subject. The FI subject understand the problem very well, arranging a solution plan well, implementing a plan properly, and looking back well. Different from previous research, subject FI make error even though not any Polya’s step. Nevertheless, The FD subjects are categorized as lacking in the step of understanding the problem, devising a plan with deficient category, implementing the plan without looking back on the solution, so it is categorized as lacking and errors emerged at almost every step. Some errors in problem solving showed by FI and FD subjects, so for further research need to analyses errors and the other cognitive style.

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.

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 PENGARUH STRATEGI PEMBELAJARAN DAN GAYA KOGNITIF TERHADAP KEMAMPUAN MATEMATIKA ANAK THE INFLUENCE OF THE INSTRUCTIONAL STRATEGY AND COGNITIVE STYLE FOR STUDENT’S MATHEMATICS ABILITY

2019 ◽  
Vol 17 (3) ◽  
pp. 043
Author(s):  
Syamsul Hadi
Keyword(s):  
Cognitive Style ◽  
Learning Strategies ◽  
Learning Style ◽  
Instructional Strategy ◽  
Contextual Learning ◽  
Mathematical Ability ◽  
Dependent Data ◽  
Mathematics Ability ◽  
Field Independent ◽  
Field Dependent

// Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran dan gaya kognitif terhadap kemampuan matematika anak. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan rancangan faktorial 2 x 2. Sample yang digunakan dalam penelitian ini adalah sebanyak 44 orang anak, terdiri dari 24 anak yang memiliki gaya kognitif field independent dan 24 anak yang memiliki gaya kognitif field dependent. Data penelitian tentang kemampuan matematika, dianalisis dengan analisis varians (ANAVA) dua jalan pada taraf signifikansi   = 0,05 dan dilanjutkan dengan uji Tukey pada taraf signifikan   = 0,05. Hasil analisis menyimpulkan: pertama, terdapat perbedaan kemampuan matematika antara anak yang mengikuti pembelajaran dengan strategi pembelajaran kontekstual dan strategi pembelajaran konvensional (Fhitung = 2,96 > Ftabel = 2,86). Kedua, kemampuan matematika antara anak yang memiliki gaya kognitif field independent lebih tinggi dengan anak yang memiliki gaya kognitif field dependent (Fhitung sebesar 5,763 lebih besar dari Ftabel = 4,06). Ketiga, anak yang memiliki gaya kognitif field independent yang mengikuti pembelajaran dengan strategi kontekstual memiliki kemampuan matematika lebih tinggi daripada anak yang memiliki gaya kognitif field dependent (Fhitung = 9,70 > Ftabel = 2,86). Keempat, anak yang memiliki gaya kognitif field dependent yang mengikuti pembelajaran dengan strategi pembelajaran konvensional lebih tinggi daripada anak yang mengikuti pembelajaran strategi konvensional (Fhitung = 4,37 > Ftabel = 2,86). Kelima, terdapat pengaruh interaksi antara strategi pembelajaran dan gaya kognitif terhadap kemampuan matematika anak (Fhitung = 30,19 > Ftabel = 4,08). This study aims to determine the effect of learning strategies and cognitive styles on children’s mathematical ability. This research using experimental method of a factorial design of 2x2 it employed 44 student as samples. They were segregated into four groups, each had 12 members. The research data were analyzed by using ANAVA techniques and further by Tukey test to understand the comparison between the experimented parties as the level significance  = 0,05. As to the measurement of the analysis conditions, it was done through the measurement of normality and homogenety. The research was concluded that: first, there was difference in ability of mathematics of students who use contextual learning and using convensional learning (Fhitung = 2,96 > Ftabel = 2,86). second, the mathematical ability of children who have field independent cognitive style higher than children who have a field-dependent cognitive style (F value of 5.763 is greater than the F table (0.05) (1.44) = 4.06). third,  the mathematical ability of student with field independent using kontextual learning was higher than using konvensional leraning (Fhitung = 9,70 > Ftabel = 2,86). fifth, the ability of mathematics of student with field dependent who using konvensional learning was higher than using kontextual leraning (Fhitung = 4,37 > Ftabel = 2,86). And fourt, there was interaction between the use of intructional strategy and learning style differences for ability of mathematics of student (Fhitung = 30,19 > Ftabel = 4,08).//

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