scholarly journals Analyzing students’ abstraction in learning common tangent lines of two circles based on cognitive styles

2019 ◽  
Vol 12 (2) ◽  
pp. 94-108
Author(s):  
Wirani Sumekar ◽  
Farida Nurhasanah ◽  
Sutopo Sutopo
Keyword(s):  
Qualitative Research ◽  
Cognitive Style ◽  
Prior Knowledge ◽  
Cognitive Styles ◽  
Common Tangent ◽  
Field Independent ◽  
Field Dependent ◽  
Independent Students ◽  
Cognitive Actions ◽  
And Task

[English]: This study was aimed to describe the abstraction process of students with different cognitive styles in learning common tangent lines of two circles using recognizing, building-with, and construction (RBC) model. This qualitative research collected data through questionnaires, written tests, and task-based interviews. Eight students with field-dependent and field-independent were involved as the subjects. The interview transcripts were analyzed and grouped into cognitive actions of the RBC model. Findings showed that to reach the stage of construction activities, field-dependent students tend to need guidance and more time in recognizing and constructing the concept of a common tangent of two circles using their prior knowledge. Meanwhile, field-independent students tend to directly recognize and construct the concept using their prior knowledge so that they successfully constructed the concept of common tangent lines of two circles. This study shows that (1) field-dependent students use their prior knowledge that relates to the concept of common tangent lines of two circles less than field-independent students who tend to be able to use most of their prior knowledge relevant to the concept of common tangent lines of two circles, and (2) students who has similar cognitive style may not show the same success in abstraction process. Keywords: Abstraction, Circles, Common tangent line, Cognitive style, RBC Model [Bahasa]: Penelitian kualitatif ini bertujuan untuk mendeskripsikan abstraksi siswa SMP dengan gaya kognitif berbeda dalam mempelajari garis singgung pada dua lingkaran yang dianalisis menggunakan model RBC (Recognizing, Building-with, Construction). Data penelitian dikumpulkan melalui angket, tes tertulis, dan wawancara berbasis tugas. Delapan siswa dengan gaya kognitif field-dependent dan field-independent dipilih sebagai subjek penelitian. Data penelitian dianalisis berdasarkan rekaman wawancara yang sudah ditranskrip dan dikelompokkan berdasarkan tindakan kognitif model RBC. Hasil penelitian menunjukkan bahwa siswa field-dependent cenderung memerlukan petunjuk dan waktu lebih lama untuk mengenali dan membangun konsep garis singgung pada dua lingkaran melalui pengetahuan terdahulu hingga sampai pada aktivitas konstruksi. Sementara siswa field-independent cenderung langsung mengenali dan membangun konsep garis singgung pada dua lingkaran melalui pengetahuan terdahulu sehingga berhasil mengkonstruksi konsep garis singgung pada dua lingkaran. Penelitian ini menunjukkan bahwa (1) siswa field-dependent lebih sedikit menggunakan pengetahuan terdahulu yang berkaitan dengan konsep garis singgung dua lingkaran daripada siswa field-independent yang cenderung dapat melihat sebagian besar pengetahuan lama yang relevan dengan konsep garis singgung dua lingkaran, (2) siswa dengan gaya kognitif yang sama belum tentu menunjukkan keberhasilan yang sama pada proses abstraksi. Kata kunci: Abstraksi, Dua lingkaran, Garis singgung, Gaya kognitif, Model RBC  

scholarly journals Analysis of Mathematics Literation Capability in Cube and Beam Materials on Mts Students Reviewed from Dependent and Independent Field Kognitiffield Style

2019 ◽  
Author(s):  
YL Sukestiyarno and Mellawaty .
Keyword(s):  
Qualitative Research ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Literacy Skills ◽  
Mathematical Literacy ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Class Viii ◽  
The Right

This research is a descriptive qualitative research which aims to describe the mathematical literacy skills of the material of cubes and beams of class VIII A students at MTsN 2 Indramayu that it be seen in terms of cognitive styles of dependent fields and independent fields. Data will be whereas to describe the ability of mathematical literacy using observation; interview test; documentation. Data from this study were analyzed using Miles and Huberman (2007) data analysis which consisted of data reduction,datapresentation,andconclusiondrawing.Theresultsofthisstudyindicate that students in the Field Dependent cognitive style use the concept and the steps of the test work are still not appropriate. While students in Field Independent cognitive style use the right concepts and work steps. The advice given is that the teacher should provide balanced proportions in giving individual and group assignments to students (more conical).

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 PROFIL TAKSONOMI PENGETAHUAN SISWA SMP DALAMPEMECAHAN MASALAH SOAL CERITA SISTEM PERSAMAAN LINEAR DUA VARIABEL DITINJAU DARI GAYA KOGNITIF

2018 ◽  
Vol 1 (2) ◽  
pp. 103
Author(s):  
Rahmawati Patta
Keyword(s):  
Qualitative Research ◽  
Linear Equation ◽  
Cognitive Style ◽  
Equation System ◽  
Subject Field ◽  
Story Problem ◽  
Field Independent ◽  
Linear Equation System ◽  
Field Dependent ◽  
Main Instrument

The Study aimed at discovering (1) the profile of  knowledge taxonomy of student in solving story problem of linear equation system of two variables based on cognitive style, (2) the comparison of knowledge taxonomy of student in solving story problem of linear equation system of two variables based on cognitive style.The Study is a qualitative research. The instrument of the study was the researcher himself as the main instrument guided by tasks in solving story problem of linear equation system of two variables and a valid, reliable guided interview. Data were collected by conducting task based interview. The subjects of the study were two grade VIII students of SMPN 5 Marioriwawo in Soppeng district consisted of one student who categorized as field independent named as SFI (subject field independent) and one student who categorized as field dependent named as SFD (subject field dependent). 

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 Analisis Kesalahan dalam Memecahkan Masalah Kombinatorika Ditinjau dari Gaya Kognitif

2018 ◽  
Vol 7 (1) ◽  
pp. 114
Author(s):  
Yunis Sulistyorini ◽  
Dian Fitri Argarini ◽  
Nok Izatul Yazidah
Keyword(s):  
High School ◽  
Qualitative Research ◽  
High School Students ◽  
Error Analysis ◽  
Cognitive Style ◽  
Mathematics Learning ◽  
Cognitive Factors ◽  
School Students ◽  
Field Independent ◽  
Field Dependent

Error analysis is integral part of mathematics learning. This qualitative research aims to describe the types and causes of student errors in solving combinatorics problem based on cognitive style. Subjects are high school students with field independent (FI) and field dependent (FD) cognitive style. Error analysis refers to Newman's error analysis. FI and FD students have same errors that are comprehension error at stage of understanding problem; processing skills error and encoding error at the stage of carrying out the plan. The causes of the errors are viewed from the cognitive factors, namely understanding students' concepts in solving problems. FI students have a deeper understanding and make careless error while the FD students have a lack of understanding of the concept which cause more error. The cause of errors in both students is also due to the accumulation of errors at stage of understanding problem. 

Effect of Cognitive Style on Strategies for Comprehension of Prose

1983 ◽  
Vol 56 (3) ◽  
pp. 859-863 ◽  
Author(s):  
Dayo Adejumo
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Control Group ◽  
Embedded Figures Test ◽  
Introductory Course ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Better Than

The effect of cognitive style on the performance of four groups who used different strategies of study to comprehend prose was investigated. Performance on Group Embedded Figures Test was used to classify subjects into groups by cognitive style. 201 field-dependent and 125 field-independent subjects enrolled in an introductory course in psychology were subjects. Field-independent subjects performed significantly better overall. In particular, field-independent subjects in the control group and the groups given factual and inferential questions as study aids performed better than the field-dependent subjects on the inferential items at posttest. On the factual items at posttest, field-independent subjects performed significantly better only in the group who were given inferential questions as an adjunct. The cognitive styles of the subjects interacted with the strategies of study and seem to affect performance on comprehension of prose at posttest.

scholarly journals Comparison of Students' Covariational Reasoning Based on Differences in Field-Dependent and Field-Independent Cognitive Style

2020 ◽  
pp. 41-54
Author(s):  
Ulumul Umah
Keyword(s):  
Cognitive Style ◽  
Consistent Difference ◽  
Mental Action ◽  
Reasoning Process ◽  
Embedded Figures Test ◽  
Covariational Reasoning ◽  
Field Independent ◽  
Field Dependent ◽  
Independent Students ◽  
High Level

Students’ difficulty in calculus can be related to their ability in covariational reasoning in school or college. Reasoning process involves high-level cognition. Nevertheless, the relationship between cognitive style and covariational reasoning has not been investigated more specifically. Cognitive style in this study was characterized by field-dependent and field-independent category. This paper describes the covariational reasoning process of field-dependent and field-independent students while constructing the graph of dynamic events. Students’ cognitive style data obtained through the Group Embedded Figures Test (GEFT), while the covariational reasoning data obtained through the covariational problem test and verified by several interviews. The results showed that there was no significant consistent difference between field-dependent and field-independent students in their covariational reasoning level, but there were differences in students’ way of reacting to the context of the problems. Field-dependent subjects exhibited their mental action inconsistently when they faced a new problem that more complex than before. This finding indicated that we need to set the problem to make it an effective stimulus in developing student’s covariational reasoning ability.

scholarly journals Profile Number Sense of 5th Grade Students Subject Based on Field-Dependent and Field-Independent Cognitive Style

2020 ◽  
Vol 2 (12) ◽  
Author(s):  
Risa Mariana ◽  
Siti Khabibah ◽  
Siti Maghfirotun Amin
Keyword(s):  
Cognitive Style ◽  
Student Performance ◽  
Number Sense ◽  
Cognitive Styles ◽  
Complex Objects ◽  
Ability Test ◽  
Fifth Grade Students ◽  
Field Independent ◽  
Field Dependent ◽  
Improve Student Performance

Number sense can vary from person to person, number sense variations can be caused by learning experiences of mathematics, mathematical abilities, and cognitive styles. This research is a qualitative descriptive study that aims to determine the number sense profile of grade V SD students in terms of the field-dependent and field-independent cognitive styles on fraction material. So the research begins by giving a math ability test, cognitive style test, and number sense test. The subjects of this study were fifth-grade students of SDN Ngagel Rejo V Surabaya with field-dependent and field-independent styles with equivalent math abilities. Data collection was continued with the number sense test, and interviews and checks using time triangulation. The results showed that students with a field-independent cognitive style tended to use logical reasoning and actively processed information and were able to simplify complex problems well. They also have a high of number sense so that they can answer and describe answers based on their analytical skills. For example, when comparing the concept of numbers, they can show that there is another fraction or decimal between two fractions or decimals. Whereas students in the field-dependent cognitive style only compare the values of the two fractions or decimals, which means they have difficulty separating and distinguishing objects. simple of complex objects. They also tend to do conventional learning such as doing multiplication using a pencil and writing on paper and cannot analyze a thing or question with an estimate or approach. Therefore, students' cognitive styles must be learned and aligned with existing teaching strategies in several schools. Teaching adjustments that are in line with students' cognitive styles are needed to improve student performance.

Judgments of Sentence Grammaticality and Field-Dependence of Subjects

1989 ◽  
Vol 69 (3-1) ◽  
pp. 739-747 ◽  
Author(s):  
Hiroshi Nagata
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Negative Reinforcement ◽  
Field Independence ◽  
Stringent Criterion ◽  
Lead Field ◽  
Field Independent ◽  
Field Dependent ◽  
Independent Students

11 field-dependent and 14 field-independent students rated the relative grammaticality of sentences three times, with sentences presented repeatedly during the first and second judgments. All the subjects received negative reinforcement after the second judgments. Analyses showed that field-independent subjects tended to adopt a more stringent criterion on judgments after than before repetition, whereas no change in criterion was found for field-dependent subjects. Negative reinforcement showed only a tendency to lead field-dependent subjects toward greater change to a more lenient criterion than field-independent subjects. Change in judgments of grammaticality are reliably associated with the cognitive style of subjects, field dependence or field independence.

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