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

Mochamad Jazim; Dinawati Trapsilasiwi; Randi Pratama Murtikusuma; Arifiatun Arifiatun

doi:10.19184/jomeal.v1i1.24375

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

Journal of Mathematics Education and Learning ◽

10.19184/jomeal.v1i1.24375 ◽

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

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Profil Berpikir Kritis Siswa Dalam Memecahkan Masalah Matematika Open Ended Ditinjau Dari Gaya Kognitif Field Dependent-Independent

JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS ◽

10.26740/jppms.v5n1.p19-25 ◽

2021 ◽

Vol 5 (1) ◽

pp. 19

Author(s):

Afifah Surya Rufaidah ◽

Ismail Ismail

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Cognitive Style ◽

Junior High School ◽

Mathematical Problem ◽

Relevant Information ◽

Independent Field ◽

Field Dependent ◽

Mathematical Problems ◽

The Right

Abstrak — Tujuan penelitian ini adalah mendeskripsikan profil berpikir kritis siswa dengan gaya kognitif field dependent-independent dalam memecahkan masalah open ended matematika. Metode yang digunakan adalah deskriptif kualitatif yang akan memberikan gambaran profil berpikir kritis siswa dengan gaya kognitif field dependent-independent dalam memecahkan masalah matematika open ended. Subjek yang digunakan pada penelitian ini adalah 2 siswa kelas IX dengan rincian masing-masing 1 siswa gaya kognitif field dependent (FD) dan field independent (FI). Teknik pengumpulan data dilakukan dengan cara tes gaya kognitif GEFT, tes pemecahan masalah matematika (TPMOE) dan wawancara. Data yang diperoleh dianalisis pada setiap tahap pemecahan masalah berdasarkan kriteria berpikir kritis Jacob dan Sam. Setelah diteliti, hasil menunjukkan profil berpikir dua subjek mengenai pemahaman masalah relatif identik. Kedua subjek melaksanakan indikator klarifikasi, namun subjek FD salah dalam menghubungkan antar bagian saat menyelesaikan menggunakan cara ke II. Kedua subjek memenuhi indikator asesmen dan strategi pada saat langkah menyusun rencana. Subjek FI dan FD memberikan alasan yang masuk akal terkait dengan strategi yang dipakai, memilih informasi yang terkait dengan pemecahan masalah, serta dapat memberikan alasanyang tepat pada setiap langkah. Kedua subjek juga dapat memprediksi hasil dari langkah pengerjaan yang telah dibuat. Saat tahap melaksanakan rencana, kedua subjek menyelesaikan permasalahan sesuai dengan tahap yang telah direncanakan serta bisa membuat konklusi secara tepat. Kedua subjek memeriksa kembali langkah yang telah dilakukan pada langkah memeriksa kembali. Subjek FD kurang teliti saat memahami masalah sehingga berakibat menggunakan cara yang salah pada cara II.Kata Kunci : Berpikir kritis, pemecahan masalah, field dependent-independent.Abstract — The aims of this research is to describe the critical thinking profile of students with field dependent-independent cognitive styles in solving open ended mathematics problems. The method in this research is descriptive qualitative which will produce descriptive data in the form of a description of the critical thinking profile of students with dependent-independent field cognitive style in solving open ended mathematical problems. The subjects were 2 students on 9th grade junior high school with the details of each student is, the first student with field dependent (FD) cognitive style and the second student with fieldindependent (FI). Data collection techniques were carried out by means of the GEFT cognitive style test, mathematical problem solving test (TPMOE) and interviews. Data were analyzed based on Jacob and Sam's critical thinking criteria at each step of Polya's problem solving. The results showed the profile of thinkingof the two subjects at the same stage on understanding the problem. Both subjects carry out clarification indicators, but the subject FD is wrong in connecting between parts when completing using method II. In the steps of devising a plan the two subjects carry out all the assessment indicators and strategies. Both subjects provide logical reasons related to the strategy used, the selection of relevant information, and can provide the right reasons at each step. Both subjects can also predict the results of the steps that have been made. In the steps of carrying out the plan, the two subjects solve the problem in accordance with the steps that have been planned and can make conclusions correctly. In the step of looking back, the two students evaluate the steps that have been taken. The FD subject was not too careful when understanding the problem so that he use the wrong method on the II method.Keywords: critical thinking, problem solving, field dependent-independent

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Students’ Metacognitive Process in Mathematical Problem Solving Based on Cognitive Style

Quadratic: Journal of Innovation and Technology in Mathematics and Mathematics Education ◽

10.14421/quadratic.2021.11-07 ◽

2021 ◽

Vol 1 (1) ◽

pp. 47-55

Author(s):

Rina Apriyani ◽

Ibrahim

Keyword(s):

High School Students ◽

Problem Solving ◽

Cognitive Style ◽

Junior High School ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Mathematical Symbol ◽

Field Independent ◽

Field Dependent ◽

Data Library

This study is a qualitative literature review aimed to describe junior high school students’ metacognitive process in mathematical problem solving based on field independent and field dependent cognitive style. The research was done based on these following steps: 1) Data library relevant to variable and in accordance to the data source criteria was collected; 2) the data library was classified according to the grade and the subjects; 3) the data was analyzed. The instruments used in this study were the researchers and interview. The interview was conducted to confirm the classified data. Based e this study, it can be concluded that students using field independent style, competently can employ metacognitive process in planning, monitoring, and evaluating because they can write down the known fact and the question using mathematical symbol, choose the appropriate strategy, and answer the question thoroughly. Students using field dependent style were having difficulties in writing down the known fact and the question using mathematical symbol, choosing an appropriate strategy, and answering the question thoroughly.

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Intuition Characteristics of Student in Mathematical Problem Solving in Cognitive Style

Journal of Education and Learning Mathematics Research (JELMaR) ◽

10.37303/jelmar.v1i2.25 ◽

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).

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PROFIL PEMECAHAN MASALAH MATEMATIKA MAHASISWA MENGGUNAKAN LANGKAH POLYA BERDASARKAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENT

Media Pendidikan Matematika ◽

10.33394/mpm.v6i1.1510 ◽

2018 ◽

Vol 6 (1) ◽

pp. 1

Author(s):

Dewi Kristika Findia Ning Tyas

Keyword(s):

Problem Solving ◽

Cognitive Style ◽

Mathematical Problem ◽

Descriptive Research ◽

Planning Step ◽

Field Independent ◽

Field Dependent ◽

Program Technique ◽

The Subject ◽

The Difference

Based on the experience of the researchers taught the subject of Economic Mathematics many students who have not been able to solve the problem solving. One alternative that can be used to solve the problem is by using Polya steps. When solving a mathematical problem, each student has a different way of thinking. The difference is possible because of differences in student cognitive style. The cognitive styles used in this research are Field Independent cognitive style and Field Dependent cognitive style. The material chosen in this research is the demand function, the Bid Function, the Savings Function and the Taxation Function. This research is a descriptive research with qualitative approach which aims to describe the problem solving ability of student mathematics using Polya steps in terms of cognitive style of FI and FD. Subjects in this research are students of VI semester of Mathematics Education Program. Technique of taking research subject is by purposive sample. The results showed that FI subject understood the problem well. In the planning step, the FI subject can analyze the information received. Subjects use previously learned information and solve problem-solving given to the problem as planned and check back on each question. The subject of FD can not receive information and understand the problems that exist in the problem and can not process information/do not understand the purpose of the problem. In the planning step, the subject of FD is unable to think how to solve the problem and is not accustomed to rechecking

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THE DIFFERENCES OF COGNITIVE STYLE FIELDS-INDEPENDENT AND DEPENDENT ON STUDENTS' MATHEMATICAL PROBLEM SOLVING ABILITIES

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v9i2.2778 ◽

2020 ◽

Vol 9 (2) ◽

Author(s):

Hasbullah Hasbullah ◽

Supardi Uki Sajiman

Keyword(s):

Problem Solving ◽

Cognitive Style ◽

Mathematical Problem ◽

Sampling Technique ◽

Simple Random Sampling ◽

Survey Method ◽

Mathematical Problem Solving ◽

Field Independent ◽

Field Dependent ◽

Research Types

The study aims to determine the differences in field-independent cognitive styles with a dependent on students' mathematical problem solving abilities. This researcher uses a quantitative approach with a correlational survey method with factual exposure research types. The study population was the seventh grade students of Madrasah Tsanawiyah in Lombok Timur, amounting to 680. The sampling used was simple random sampling technique. The sampling technique uses percentage techniques. From a population of 680 people taken 10%, so the number of samples in this study was 68 people. The hypothesis analysis test used the t test with SPSS 22. The results showed that there was a difference between students' mathematical problem solving abilities in the group of students who had a field independent cognitive style and a group of students who had a field dependent cognitive style. the principal in recruiting students to enter the Madrasah Tsnawiyah, not only the value of the results of the National Primary School exam but rather the grouping of students based on independent and field dependent cognitive field styles

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Statistical Thinking Profile Of Field Independent And Field Dependent Senior High School Students In Problem Solving

MATHEdunesa ◽

10.26740/mathedunesa.v9n1.p185-193 ◽

2020 ◽

Vol 9 (1) ◽

pp. 185-193

Author(s):

Rohmatus Tsaniyah

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Cognitive Style ◽

Data Display ◽

Statistical Thinking ◽

Ability Test ◽

Existing Problems ◽

Field Independent ◽

Field Dependent

Statistical thinking is a mental activity that occurs from the process of identifying statistical information to the process of making decisions or drawing conclusions that are interconnected. One that can effect individual statistical thinking profiles is cognitive style. The purpose of this research is to describe the statistical thinking profile of Field Independent and Field Dependent high school student in solving problems. This research is a descriptive study with a qualitative approach. The instruments of this research are the researcher as the main instrument and cognitive style test, mathematics ability test, and interview guidelines as the supporting instruments. Research subjects are one of FI student and one of FD student with an equivalent level of high mathematical ability. The results of this study indicate differences in the profile of FI student an FD student statistical thinking. In evaluating the effectiveness of the data display, FI student can provide analytical argument about the presentation of data display that more effectively used and FD student provide answers for the presentation of effective data displays based on what is seen from the question. In describing the results of the available problems and making conclusions from the results that have been obtained, FI student describes the solutions in more detail accompanied by the arguments also provide conclusions related to the existing problems and FD student briefly describes the solutions and provide general conclusions and have not been linked to the existing problems. Because of the statistical ability of two subjects is defferent, teacher should pay attention to the statistical concepts and train students on solving statistical problems by any solutions. Keywords : Statistical thinking profile, problem solving, Field Independent, Field Dependent

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Pengaruh Gaya Kognitif Terhadap Kemampuan Pemecahan Masalah Matematis Siswa

Edumatika Jurnal Riset Pendidikan Matematika ◽

10.32939/ejrpm.v2i2.443 ◽

2019 ◽

Vol 2 (2) ◽

pp. 98

Author(s):

Halida Eka Nurmutia

Keyword(s):

Problem Solving ◽

Cognitive Style ◽

Mathematical Problem ◽

Research Data ◽

Survey Method ◽

Mathematical Problem Solving ◽

Ability Test ◽

Field Independent ◽

Strong Positive Relationship ◽

Regression Test

The objective of this study is to determine the effect of cognitive style on students’ mathematical problem-solving ability. This study used the survey method with a quantitative approach. One class consisting of 32 students was selected by purposive sampling for the study sample. A total of 17 students have a field-dependent (FD) cognitive style, while 15 other students have a field independent (FI) cognitive style. GEFT and mathematical problem-solving ability test instruments were used to collect research data. Data were analyzed using Pearson Product Moment correlation test and a simple regression test. The research results found that there is a strong positive relationship between cognitive style and students’ mathematical problem-solving ability, indicated by correlation coefficient r = 0,636. In addition, cognitive style has an effect on students’ mathematical problem solving ability of 40,5% through a linear relationship Ŷ = 3,703 + 0,512X.

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Pengaruh Gaya Kognitif dan Motivasi Belajar Matematika Terhadap Kemampuan Pemecahan Masalah Matematika Mahasiswa PGSD

JIKAP PGSD Jurnal Ilmiah Ilmu Kependidikan ◽

10.26858/jkp.v3i3.10215 ◽

2019 ◽

Vol 3 (3) ◽

pp. 186

Author(s):

Rahmawati Patta ◽

Muhammad Idris Jafar ◽

Syamsuddin S

Keyword(s):

Problem Solving ◽

Cognitive Style ◽

Mathematics Learning ◽

Mathematical Problem ◽

Learning Motivation ◽

Mathematical Problem Solving ◽

Motivation To Learn ◽

Independent Field ◽

Mathematical Problems ◽

And Mathematics

This study aims to determine the effect of cognitive style and motivation to learn mathematics on the ability to solve mathematical problems. The research method used is ecso facto research by using the Geft test instrument to measure cognitive style, a learning motivation scale questionnaire and a test of mathematical problem solving abilities. The population in this study was PGSD Bone Campus VI FIP UNM students who programed an introductory course on basic mathematics. The data analysis technique used is Two-Way Anova. The results showed that (a) cognitive style significantly influenced the ability of mathematical problem solving, (b) the motivation to learn mathematics had a significant positive effect on the ability to solve mathematical problems, (c) the cognitive style and mathematics learning motivation together significantly influenced on the ability to solve mathematical problems, (d) there are differences in the ability to solve mathematical problems based on cognitive style and learning motivation where the independent field skills with high mathematical learning motivation results in the ability to solve mathematical problems in the good category. Conclusion cognitive style and motivation to learn mathematics have a significant influence on the ability to solve mathematical problems.

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ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MELALUI IMPLEMENTASI POGIL DITINJAU DARI GAYA KOGNITIF

Al-Qalasadi : Jurnal Ilmiah Pendidikan Matematika ◽

10.32505/qalasadi.v3i2.1048 ◽

2019 ◽

Vol 3 (2) ◽

pp. 69-75

Author(s):

Tias Estiningrum ◽

Destia Wahyu Hidayati ◽

Arie Wahyuni

Keyword(s):

Problem Solving ◽

Cognitive Style ◽

Qualitative Data ◽

Mathematical Problem ◽

Test Results ◽

Field Independent ◽

Field Dependent ◽

Sample Technique ◽

The Subject ◽

Purposive Sample

Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah matematis siswa melalui implementasi model POGIL ditinjau dari gaya kognitif Field Independent(FI)dan Field Dependent(FD). Penelitian ini merupakan penelitian campuran atau mix method. Subjek kelas penelitiannya adalah kelas XI Pemasaran 1 SMK Negeri 2 Semarang, ditentukan dengan menggunakan teknik purposive sample. Pengumpulan data dilakukan dengan tes dan wawancara. Hasil tes GEFT digunakan untuk menentukan subjek penelitian berdasarkan gaya kognitif, dipilih 2 siswa bergaya FI dan 2 siswa bergaya FD. Data kualitatif dianalisis dengan melakukan 3 tahapan yaitu reduksi data, penyajian data dan menarik kesimpulan sedangkan data kuantitatif dianalisis menggunakan program Quest. Hasil penelitian sebagai berikut 1) Kemampuan pemecahan masalah siswa FI pada tahap memahami masalah, merencanakan penyelesaian, melaksanakan perencanaan masalah hingga memeriksa kembali seluruhnya berkategori baik. 2) Kemampuan pemecahan masalah siswa FD pada tahap memahami masalah berkategori cukup, sedangkan tahap merencanakan penyelesaian, melaksanakan penyelesaian masalah hingga memeriksa kembali berkategori kurang. Kata Kunci: Kemampuan Pemecahan Masalah, Gaya Kognitif This study aims to analyze students’ mathematical problem solving abilities through the implementation of the POGIL model in term of the Field Independent (FI) and Field Dependent (FD) cognitive styles. This research is a mixed research or mix method. The subject of the research class was Class XI Marketing 1 SMK Negeri 2 Semarang, determined using purposive sample technique. Data collection is done by tests and interviews. GEFT test results are used to determined research subject based on cognitive style, selected 2 FI style students and 2 FD style students. Qualitative data were analyzed by carrying out 3 stages : data reduction, data presentation and drawing conclusion while quantitative data analysed using the Quest program. The result of study are as follow 1) The problem solving ability of FI students the stage of understanding of problem, planning a solution, carrying out a problem planning to re-checking all of the categorized as good, 2) The problem solving ability of FD students at the stage understanding the problem is categorized as sufficient, while the stage of planning the solution, carrying out the problem solving up to re-checking the category is deficient. Keywords: Problem Solving Ability, Cognitive Style

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Kemampuan Pemecahan Masalah Matematika Siswa Sekolah Dasar dengan Gaya Kognitif Field Dependent

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v4i2.11927 ◽

2019 ◽

Vol 4 (2) ◽

pp. 143

Author(s):

Luluk Wahyu Nengsih ◽

Susiswo Susiswo ◽

Cholis Sa’dijah

Keyword(s):

Problem Solving ◽

Qualitative Study ◽

Cognitive Style ◽

Data Reduction ◽

Mathematical Problem ◽

Cognitive Styles ◽

Mathematical Problem Solving ◽

Research Subjects ◽

Fourth Grade Students ◽

Field Dependent

Abstract: This research is a descriptive qualitative study that aims to describe the profile of students' mathematical problem solving abilities with field dependent cognitive styles. The research subjects were fourth grade students of Islamic Elementary School Mohammad Hatta in Malang City. The study began by giving cognitive style tests, then continued with tests of mathematical problem solving and interviews. The validity of the data using triangulation and analyzing techniques used are data reduction, data exposure, and conclusion. The results of this study indicate that the problem solving steps at S1 tend to be in accordance with the Polya stage, while S2 and S3 tend to be inappropriate because there are several steps that are skipped over.Abstrak: Tujuan penelitian ini yaitu untuk mendeskripsikan profil kemampuan pemecahan masalah matematika yang dimiliki siswa field dependent sehingga termasuk pada jenis penelitian deskriptif kualitatif. Subjek penelitian ialah siswa kelas IV SD Islam Mohammad Hatta Kota Malang. Penelitian dimulai dengan memberikan tes gaya kognitif, kemudian dilanjutkan dengan memberikan tes pemecahan masalah matematika serta wawancara. Keabsahan data menggunakan triangulasi dan teknik analisis yang digunakan berupa reduksi data, pemaparan data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa langkah-langkah penyelesaian masalah pada S1 cenderung sesuai dengan tahapan Polya, sedangkan untuk S2 dan S3 cenderung tidak sesuai karena ada beberapa tahapan yang dilompati.

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