Profil Kemampuan Pemecahan Masalah Matematika Siswa Kelas VIII pada Materi Sistem Persamaan Linear Dua Variabel Ditinjau dari Gaya Kognitif

The purpose of this study was to describe the problem-solving ability of eighth-grade junior high school students in terms of cognitive style in solving two-variable linear equations. This research is a descriptive study using a qualitative approach. The subjects of this study were students of class VIII SMPN 1 Senduro, namely four students from each of two different types of cognitive styles. Collecting data using questionnaires, test methods, and interview methods. According to Polya, there are four steps in the problem-solving ability of students, namely understanding, planning, implementing, and re-checking. The results showed that students with a field-dependent cognitive style had difficulty in analyzing a problem because they could not apply the four Polya problem solving while the field independent type cognitive style was very able to apply the four problem-solving steps according to Polya, namely, understanding, planning, implementing, and doing recheck.

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

Factor M ◽

10.30762/f_m.v1i2.1503 ◽

2019 ◽

Vol 1 (2) ◽

Author(s):

Eka Resti Wulan

Keyword(s):

High School Students ◽

Problem Solving ◽

Cognitive Style ◽

Junior High School ◽

Research Subject ◽

School Students ◽

Field Independent ◽

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.

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Metacognition of Junior High School Students in Mathematics Problem Solving Based on Cognitive Style

Asian Journal of University Education ◽

10.24191/ajue.v17i1.12604 ◽

2021 ◽

Vol 17 (1) ◽

pp. 134

Author(s):

Sutama ◽

Sofyan Anif ◽

Sabar Narimo ◽

Djalal Fuadi ◽

Diana Purwita Sari ◽

...

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Cognitive Style ◽

Junior High School ◽

Junior High ◽

Junior High School Students ◽

School Students ◽

Mathematics Problem Solving ◽

Mathematics Problem

The main target of the current study is to explain the metacognition of junior high school students with Field Independent (FI) and Field Dependent (FD) cognitive styles in mathematics problem-solving. It should be noted that the statistical population of this study was all junior high school students in the Sragen regency in the 2018/2019 academic year. To reach the research purpose, different instruments such as the cognitive style tests, the problem-solving exercises, and the interview guidance were used. Data analysis was carried out by data collection, data reduction, data presentation, and conclusion. The results indicated that the students who have field-independent cognitive style had high self-confidence that they were able to solve the problem correctly, able to do planning steps, able to make important decisions for themselves, so they can solve the problem properly. Students with FD cognitive style are completely confident that their answer is correct, but they have not yet clarified the steps they need to solve their problems and have not yet focused on their shortcomings in mathematics problem solving, so their task results in mathematics problem-solving incorrectness answer. Keywords: Cognitive style; Mathematics problem solving; Metacognition

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PROFIL BERPIKIR KREATIF SISWA SMP KELAS VIII DALAM MENYELESAIKAN MASALAH SEGIEMPAT DITINJAU DARI GAYA BELAJAR

KadikmA ◽

10.19184/kdma.v12i1.22884 ◽

2021 ◽

Vol 12 (1) ◽

pp. 34

Author(s):

Egha Fitriyah Ningsih

Keyword(s):

High School Students ◽

Learning Styles ◽

Learning Style ◽

Junior High School ◽

Creative Thinking ◽

Visual Learning ◽

Test Methods ◽

School Students ◽

Auditory Learning ◽

Interview Methods

The purpose of this study was to describe the creative thinking profile of grade VIII junior high school students in terms of learning styles in solving quadrilateral problems. This research is a descriptive study using a qualitative approach. The subjects of this research were students VIII A at SMPN 1 Genteng, namely two students from each different type of learning style. Collecting data using questionnaires, test methods, and interview methods. Students' creative thinking is categorized into four indicators, namely fluency, flexibility, originality, and elaboration. The results showed that students in visual learning styles could fulfill all indicators of creative thinking, namely fluency, flexibility, originality, and elaboration. Auditory learning style students can fulfill three indicators of creative thinking, namely fluency, originality, and elaboration.

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APPLICATION OF A REALISTIC APPROACH TO IMPROVE THE ABILITY OF MATHEMATICAL PROBLEM SOLVING AND SELF REGULATED LEARNING OF JUNIOR HIGH SCHOOL STUDENTS

(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING ◽

10.22460/jiml.v1i2.p179-185 ◽

2018 ◽

Vol 1 (2) ◽

pp. 179

Author(s):

Rina Krisnawati ◽

Euis Eti Rohaeti ◽

Rippi Maya

Keyword(s):

High School Students ◽

Problem Solving ◽

Junior High School ◽

Mathematical Problem ◽

Junior High School Students ◽

Mathematical Problem Solving ◽

Ability Level ◽

School Students ◽

Realistic Approach ◽

Class Viii

This study is a quasi-experimental research, which aims to examine the achievement and improvement of problem-solving skills of mathematics and the independence of junior high school students learning through a realistic approach. The population in this study is all students of class VIII SMPN 4 Subang. Samples were taken by random class, obtained two classes of class VIII H as the experimental class and VIII.F as control class. The instrument in this study is a set of mathematical problem-solving test and a set of learning independence scales. The study found that the achievement and improvement of students' mathematical problem-solving ability and the independence of student learning whose learning using realistic learning are better than that of learning using ordinary learning in terms of the initial ability level of students. There is an interaction of mathematical problem-solving abilities between students whose learning uses a realistic approach with a student's initial ability level. Meanwhile, there is no interaction between realistic learning with the level of initial ability of students in generating student self-reliance. Besides, there is no association between mathematical problem solving ability and student learning independence, both in class that use realistic and classroom learning using ordinary learning. The picture of student's performance during realistic learning is more active, it shows the involvement of students both individually and in collaboration with the group, so that it can improve the problem solving ability of mathematics as well as student's learning independence. The description of the students' difficulties in solving the problem of mathematical problem solving ability lies in the indicator about number 5 which is about making the mathematical model because of the lowest percentage indicator.

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ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SEKOLAH MENENGAH PERTAMA BERDASARKAN GAYA KOGNITIF

Jurnal Pendidikan Matematika Universitas Lampung ◽

10.23960/mtk/v9i2.pp233-243 ◽

2021 ◽

Vol 9 (2) ◽

pp. 233-243

Author(s):

Lihar Raudina Izzati ◽

Erlinda Rahma Dewi ◽

Andika Wisnu

Keyword(s):

High School Students ◽

Problem Solving ◽

Cognitive Style ◽

Junior High School ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

School Students ◽

Ability Test ◽

Test Instrument ◽

The Difference

Problem-solving ability is a characteristic of mathematical activities and a major ability in developing mathematical understanding. Mathematical problem-solving ability can be seen from several dimensions, one of which is cognitive style. Cognitive style is a unique way for each individual to acquire, process, store, use the information to respond to tasks or situations, and build knowledge. FD and FI cognitive styles are one type of cognitive style that are categorized by general ways of thinking, solving problems, learning, and dealing with other people so that they have a relationship with problem-solving abilities. The subjects in this study involved 72 students (around the age of 13-14 years), namely 33 students with FD cognitive style and 39 students with FI cognitive style. The problem-solving ability test instrument in this study was a mathematical problem-solving ability test that had been validated by experts and tested for reliability. The cognitive style test instrument is the Group Embedded Figure Test (GEFT) item developed by Witkin. The problem-solving ability of junior high school students with FI cognitive style is better than FD students even though the difference is not much different.

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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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Describing student’s mathematical power: Do cognitive styles make any difference?

Bulletin of Applied Mathematics and Mathematics Education ◽

10.12928/bamme.v1i1.3856 ◽

2021 ◽

Vol 1 (1) ◽

pp. 39

Author(s):

Harina Fitriyani ◽

Fariz Setyawan ◽

Aan Hendroanto ◽

Vita Istihapsari

Keyword(s):

High School Students ◽

Problem Solving ◽

Cognitive Style ◽

Junior High School ◽

Mathematical Reasoning ◽

Cognitive Styles ◽

Mathematical Representation ◽

School Students ◽

Mathematical Competence ◽

Competence Test

Mathematical competence refers to the skills of students in reasoning, connection, communication, representation, and problem-solving. Various researchers have massively discussed on how to foster mathematical competence. However, it is just a few of them comprehensively explain from the cognitive styles perspective. This research aims to measure the junior high school students’ mathematical competence based on their cognitive style.This research used a descriptive qualitative approach. There were 35 students took part in the mapping of cognitive styles using the Matching Familiar Figure Test and were then selected representative from the reflective and the impulsive cognitive style to have a further assessment of the mathematical competence using the mathematical competence test. The data analysis used the model of Milles and Huberman. The results showed that there was a difference mathematical competence between the subject having impulsive cognitive style and the one having reflective cognitive style. The percentage of mathematical competence of reflective subject was 69% while the impulsive subject was 56.89%. From all aspects of mathematical competence, the reflective subject tends better ability; for instance, the reflective subject has better ability than the impulsive subject on mathematical connection, mathematical reasoning, mathematical representation, and problem-solving.

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THE APPLICATION OF PROBLEM SOLVING APPROACH IN IMPROVING JUNIOR HIGH SCHOOL STUDENTS’ MATHEMATICAL COMMUNICATION AND DISPOSITION SKILL

(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING ◽

10.22460/jiml.v1i3.p295-301 ◽

2018 ◽

Vol 1 (3) ◽

pp. 295

Author(s):

Imas Mulyasari ◽

Euis Eti Rohaeti ◽

Asep Ikin Sugandi

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Junior High School ◽

Junior High ◽

Junior High School Students ◽

School Students ◽

Mathematical Communication ◽

Class Viii ◽

Better Than

This article is derived from the research result entitled “The Application of Problem Solving Approach in Improving Junior High School Students’ Mathematical Communication and Disposition Skill”. The research is purposed to see and analyze if there are some improvements in mathematical communication and disposition skill achievement of the students who have been treated using problem solving approach compared to the students who are still treated using conventional approach. The population of the research is all students at a junior high school in Subang regency. Out of these students, 40 students of class VIII D were chosen randomly as the experiment class, and 41 students of class VIII C have also been randomly chosen as the control class. The data in this research have then been analyzed using parametric and non-parametric statistic. The result of this analysis has shown that the achievement of experiment class students’ mathematical communication and disposition skill is better than the achievement of the control class students. The experiment class students’ mathematical disposition is also better than those of the control class. Lastly, the result also shows that there is some kind of correlation between the mathematical communication and mathematical disposition on the level of medium.

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Proses Berpikir Siswa SMP Dalam Memecahkan Masalah Matematika

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i5.13595 ◽

2020 ◽

Vol 5 (5) ◽

pp. 706

Author(s):

Rizki Virtaria Rahman ◽

I Nengah Parta ◽

Hery Susanto

Keyword(s):

High School Students ◽

Problem Solving ◽

Junior High School ◽

Thought Process ◽

School Students ◽

Descriptive Research ◽

Mathematical Problems ◽

Class Viii ◽

The Subject ◽

Thinking Process

Abstract: The purpose of this article is to describe the thinking process of junior high school students in solving mathematical problems. The thought process that will be disclosed in this study includes receiving, processing, storing, and calling information. In this research, it refers to problem solving according to Polya. This type of research is descriptive research and uses a qualitative approach. The subjects chosen consisted of one person from class VIII. The conclusion of this study is that the subject understands the problem by receiving information from repeatedly reading the problem so that it correctly mentions the thing that is known and asked. The subject makes a completion plan by linking the selected formulas. In completing the subject using the plan he has made by linking the known, asked, and the formula he has chosen. The subject also rechecked the problem solving stage.Abstrak: Tujuan dari artikel ini adalah mendeskripsikan proses berpikir siswa SMP dalam memecahkan masalah matematika. Proses berpikir yang akan diungkapkan penelitian ini mencakup penerimaan, pengolahan, penyimpanan, dan pemanggilan suatu informasi. Dalam penelitian ini merujuk kepada pemecahan masalah menurut Polya. Jenis penelitian ini adalah penelitian deskriptif dan menggunakan pendekatan kualitatif. Subjek yang dipilih berjumlah satu orang dari kelas VIII. Kesimpulan penelitian ini adalah subjek memahami masalah dengan menerima informasi dari membaca berulang kali soal sehingga dengan benar menyebutkan hal yang diketahui dan ditanyakan. Subjek membuat rencana penyelesaian dengan mengaitkan rumus-rumus yang dipilih. Dalam melakukan penyelesaian subjek menggunakan rencana yang telah ia buat dengan mengaitkan yang diketahui, ditanyakan, dan rumus yang telah ia pilih. Subjek juga melakukan pengecekan ulang pada tahap penyelesaian masalah.

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