scholarly journals Student’s thinking to identify concave plane based on Gregorc model

2019 ◽  
Vol 12 (2) ◽  
pp. 109-121
Author(s):  
Surya Enjang Krisdiantoro ◽  
Erlina Prihatnani
Keyword(s):  
Mathematics Learning ◽  
Structured Interview ◽  
Thinking Styles ◽  
Thinking Style ◽  
9Th Grade ◽  
Mathematics Knowledge ◽  
Thinking Process ◽  
Thinking Processes ◽  
The Difference ◽  
Constructing Knowledge

[English]: Mathematics learning should facilitate students' construction of knowledge. In constructing mathematics knowledge, students involve various types of thinking processes and styles. This qualitative research aimed to describe the process of students’ thinking in identifying concave plane based on Gregorc’s model of thinking style. It involved thirty-three 9th-grade students with a different style of thinking. Data were collected through tests, questionnaire, and non-structured interview then descriptively analyzed to reveal students’ thinking process and styles.  The present study found two different thinking styles, namely Sequential Concrete (SC) and Random Abstract (RA) from students who successfully identified the concave plane as a kite. There were different thinking processes in the development of definition, opinion, and conclusions from subjects with different thinking styles. However, the difference in the thinking process from each thinking styles do not hamper students’ success in constructing knowledge. Keywords: Thinking process, Concave place, Thinking style, Gregorc model [Bahasa]: Pembelajaran matematika seharusnya memfasilitasi siswa membangun pengetahuan sendiri. Dalam membangun pengetahuan, siswa melibatkan beragam proses dan gaya berpikir. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses berpikir siswa dalam mengidentifikasi bangun datar concave berdasarkan gaya berpikir model Gregorc. Subjek penelitian adalah 33 siswa kelas IX SMP yang memiliki gaya berpikir berbeda. Data dikumpulkan melalui tes, angket, dan wawancara non-terstruktur kemudian dianalisis secara deskriptif untuk mengungkap gaya dan proses berpikir siswa. Penelitian ini menemukan dua gaya berpikir berbeda yaitu Sekuensial Konkret dan Acak Abstrak dari siswa yang berhasil mengidentifikasi bangun datar concavesebagai layang-layang. Terdapat perbedaan proses berpikir dalam pembentukan pengertian, pembentukan pendapat, dan penarikan kesimpulan dari siswa dengan gaya berpikir berbeda. Namun demikan, perbedaan gaya berpikir dari setiap proses berpikir tidak membatasi keberhasilan siswa dalam mengkonstruksi suatu pengetahuan. Kata kunci: Proses berpikir, Gaya berpikir, Bangun concave, Model Gregorc  

scholarly journals Students' Critical Thinking Process in Solving Jumping Task According to Gregorc's Thinking Style

2021 ◽  
Vol 8 (1) ◽  
pp. 15-31
Author(s):  
Hobri Hobri ◽  
Samsul Arifin ◽  
Randi Pratama Murtikusuma ◽  
Ervin Oktavianingtyas ◽  
Inge Wiliandani Setya Putri
Keyword(s):  
Qualitative Research ◽  
Critical Thinking ◽  
Incomplete Information ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Styles ◽  
Thinking Style ◽  
Study Results ◽  
Thinking Process ◽  
Thinking Processes

Indonesian students are lacking in critical thinking skills, however, studies analyzing critical thinking processes and their relation to thinking styles are limited. This study aimed to describe students’ critical thinking processes in solving jumping task problems according to Gregorc's thinking style. The subjects of this present qualitative research were eight Year 7 students. The instruments included a thinking style questionnaire, tests, and interview guidelines. The results showed that concrete sequential subjects tended to write the completion stages sequentially and analyzed them well. Abstract sequential subjects were inclined to solve the problems based on the known concepts without completing the work. Concrete random subjects tended to write information in their own way without completing their work. Meanwhile, abstract random subjects were inclined to write incomplete information and did not complete their work. Generally, based on the IDEALS model, the two sequential subjects were similar in the identity, define, and enumerate steps, while the two random subjects only had similarities in the identity step. This study results imply that jumping tasks can be used as an alternative in developing students’ critical thinking skills.

scholarly journals Investigation of Decision Making and Thinking Styles of Volleyball Referees in Terms of Some Variables

2018 ◽  
Vol 6 (10) ◽  
pp. 21 ◽  
Author(s):  
Cansel Arslanoğlu ◽  
Erol Doğan ◽  
Kürşat Acar
Keyword(s):  
Decision Making ◽  
Normal Distribution ◽  
Multiple Comparisons ◽  
Thinking Styles ◽  
Thinking Style ◽  
Significance Level ◽  
Decision Making Styles ◽  
Research Findings ◽  
Experiential Thinking ◽  
The Difference

This study aims to examine the decision making and thinking styles of volleyball referees in terms of some variables. A total of 91 volleyball referees (51 men and 40 women) in Ankara volunteered to participate in the study. Of the participants, 56 are regional referees while 35 are national referees. The participants were applied rational-experiential thinking styles scale developed by Epstein et al (1996) and adapted into Turkish by Buluş (2000) and decision-making styles scale developed by Scott and Burce (1995) and adapted into Turkish by Taşdelen (2002). It was determined that the data obtained from the study did not show normal distribution according to Shapiro Wilk and Levene tests (p <0.05), therefore, in line with the purposes of the study, the data were analyzed by Mann Whitney U test and Kruskall Wallis test, and the Steel Dwass test was applied to determine the groups from which the difference originated in multiple comparisons. The significance level was accepted as (p <0.05). According to research findings, decision-making styles are significant in terms of gender, age, referee category and experience (years) variables (p<0.05). When the scores of the "cognitive requirement and intuitive belief" subscales of the rational-experiential thinking style scale were examined, significance was determined (p <0.05) in terms of participants' gender, age, referee category and experience variables. Consequently, the research revealed that variables such as gender, age, referee category, and experience had an important impact on the decision-making and rational-experiential thinking styles of volleyball referees.

scholarly journals Thinking style across cultures: an interview with Richard Nisbett

2017 ◽  
Vol 24 (1) ◽  
pp. 99-104 ◽  
Author(s):  
Hyun-Jung Lee
Keyword(s):  
Social Psychology ◽  
Cultural Differences ◽  
Young Scientist ◽  
Structured Interview ◽  
Cross Cultural ◽  
Thinking Styles ◽  
Thinking Style ◽  
Content Type ◽  
Cultural Management ◽  
Cross Cultural Management

Purpose The purpose of this paper is to gain some insights from a leading scholar of the cross-cultural cognitive social psychology field on how cultural differences are viewed, understood, and dealt with, and thus to contribute to enrich the way cultural differences are framed in cross-cultural management research. Design/methodology/approach The author conducts a formal, semi-structured interview with Richard Nisbett for a duration of 90 minutes. The author extracts the key message from the interview and re-structures the conversation in a meaningful manner. Findings From his cognitive social psychology lens, Richard Nisbett views that any cross-cultural contact between different thinking styles is advantageous because differences help address the limitations of one’s own thinking style. Research limitations/implications The insights from cross-cultural cognitive social psychology encourage cross-cultural management researchers to further investigate the positive consequences of cultural differences. Originality/value Richard Nisbett’s own journey from a young scientist who describes himself as an extreme universalist, to a mature intellectual who understands and appreciates different thinking style, is itself a concrete example of how differences can lead to the positive. The author summarizes three factors that are key to a positive outcome of cultural differences: curiosity and openness to cultural differences; habit of critical thinking; and intense interaction with culturally different others.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION DAN GAYA BERPIKIR TERHADAP HASIL BELAJAR MATEMATIKA

2019 ◽  
Vol 12 (1) ◽  
pp. 13
Author(s):  
Elfrida Lubis ◽  
Sahat Siagian ◽  
Mukhtar .
Keyword(s):  
Cooperative Learning ◽  
Hypothesis Testing ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Thinking Styles ◽  
Thinking Style ◽  
Cooperative Strategy ◽  
Student Teams

Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar matematika antara siswa yang diajar dengan strategi pembelajaran kooperatif STAD dan siswa  yang diajar dengan strategi pembelajaran ekspositori, mengetahui perbedaan hasil belajar matematika  antara siswa dengan gaya berpikir sekuensial abstrak dan siswa dengan gaya berpikir sekuensial konkret, mengetahui apakah ada interaksi antara strategi pembelajaran dengan gaya berpikir dalam mempengaruhi hasil belajar matematika. Hasil pengujian hipotesis menunjukkan bahwa siswa yang diajar dengan menggunakan strategi pembelajaran kooperatif STAD memiliki hasil belajar matematika yang lebih tinggi dibandingkan dengan siswa yang diajar dengan menggunakan strategi pembelajaran ekspositori. Siswa yang memiliki gaya berpikir sekuensial abstrak memiliki hasil belajar matematika yang lebih tinggi dibandingkan dengan siswa yang memiliki gaya berpikir sekuensial konkret dan terdapat interaksi antara strategi pembelajaran dengan gaya berpikir terhadap hasil belajar matematika siswa.  Kata Kunci: strategi kooperatif STAD,  gaya berpikir, matematika. Abstract: This study aims to determine the differences in mathematics learning outcomes between students taught with the STAD cooperative learning strategy and students taught with expository learning strategies, find out the differences in mathematics learning outcomes between students with abstract sequential thinking styles and students with concrete sequential thinking styles, knowing is there an interaction between learning strategies with thinking styles in influencing mathematics learning outcomes. The results of hypothesis testing show that students who are taught using STAD cooperative learning strategies have higher mathematics learning outcomes compared to students who are taught using expository learning strategies. Students who have abstract sequential thinking styles have higher mathematics learning outcomes compared to students who have concrete sequential thinking styles and there is an interaction between learning strategies and thinking styles towards students' mathematics learning outcomes. Keywords: STAD cooperative strategy, thinking style, mathematics

scholarly journals Trust Your Instincts: The Relationship Between Intuitive Decision Making And Happiness

2016 ◽  
Vol 12 (11) ◽  
pp. 463
Author(s):  
Simone S. Stevenson ◽  
Richard E. Hicks
Keyword(s):  
Decision Making ◽  
Thinking Styles ◽  
Strong Positive Correlation ◽  
Thinking Style ◽  
Decision Style ◽  
Intuitive Thinking ◽  
Cognitive Information ◽  
The Difference ◽  
The Impact ◽  
The Relationship

Epstein (1994; 2003) proposed that there are two cognitive information processing systems that operate in parallel: the intuitive thinking style and the rational thinking style. Decisional fit occurs when the preferred thinking style is applied to making a decision and research has shown that this fit increases the value of the outcome of a decision. Additionally, decisional fit leads to less regret, even when post hoc evaluations show the decision to be incorrect. It has not yet been determined whether decisional fit correlates with greater happiness and hence, the purpose of the current study was to investigate the difference between styles of thinking, styles of decision making and the impact of decisional fit on happiness scores. Individual differences in thinking and decision style were measured using an online interactive questionnaire (N = 100), and an ANOVA, hierarchical multiple regression, and a series of t-tests, were used to investigate the relationship between thinking style, decision style, decisional fit, and happiness, thereby addressing a gap in the existing literature. The major findings from the current study show that intuitive thinking has a strong positive correlation with happiness; that intuitive thinkers are more likely to utilize intuitive decisional style, than rational thinkers; and that when both rational and intuitive thinkers experienced decisional fit, higher ratings of happiness were reported. Explanations and recommendations for future studies are outlined in the discussion.

scholarly journals Perbedaan Gaya Berpikir Dosen UISU Medan

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Hasanuddin Hasanuddin
Keyword(s):  
Social Studies ◽  
Analysis Of Variance ◽  
Thinking Styles ◽  
Comparative Approach ◽  
Thinking Style ◽  
The Difference

This study aims to see the difference in thinking styles of UISU Lecturers in Medan, the method used is quantitative with a comparative approach, a population of 496 and a sample of 124 lecturers. Instrument uses the scale of thinking style. The results showed that there were several differences in the thinking styles of lecturers based on gender, experience, age and majors which were seen from seven thinking styles. The results of the analysis of variance (Anova) showed that there were differences in thinking styles seen from gender, experience, age and majors which were seen from seven thinking styles. The results of ANOVA showed teaching lecturers' experience between the range of 5-12 years, 13-20 years and> 21 years also show differences. ANOVA results indicate that age gives a difference between 31-40, 41-50 and> 51 years. Then social studies and exact sciences also show results that there are significant differences between them.

scholarly journals Students’ Thinking Process in Solving Abstraction Problems in Mathematics: A Case Study on Limited Test of Development Research Instrument

2021 ◽  
Vol 12 (6) ◽  
pp. 2594-2601
Author(s):  
Izwita Dewi, Nurhasanah Siregar, Ade Andriani
Keyword(s):  
Qualitative Data ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Research ◽  
Data Collection And Analysis ◽  
Thinking Process ◽  
Thinking Processes ◽  
Qualitative Data Collection

Abstraction is an activity performed in daily life and the ability needs to be developed, especially in mathematics learning. The information on how students solve problems is important for teachers to consider the strategies to use in helping the students. This research was carried out due to the answers’ variations discovered in abstraction problems. Therefore, it aimed to investigate students' thinking processes in solving problems. The research was a combination of the Sequential Explanatory Design model that used both quantitative and qualitative data collection and analysis methods, while the subjects used were 33 students of seventh grade. The result showed guessing and drawing was used to solve the abstraction problems, but only one student employed patterns and pictures in the process. Consequently, training students on critical thinking skills utilization to solve abstraction problems easily was suggested in mathematics learning.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN RME UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IX SMP MUHAMMADIYAH PADANG LUAS KECAMATAN TAMBANG KABUPATEN KAMPAR

2018 ◽  
Vol 2 (5) ◽  
pp. 744
Author(s):  
Zainur Zainur
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Research Instrument ◽  
The Difference ◽  
Better Than

This research was motivated by the low learning outcomes of grade IX SMP Muhammadiyah Padang LuasKecamatan Tambang Kabupaten Kampar. This study aims to improve learning outcomes in mathematicslearning through STAD type cooperative learning with the RME approach in class IX SMP MuhammadiyahPadang Luas Kecamatan Tambang Kabupaten Kampar. The subjects of this study were all classes IX in SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar totaling 26 people. The form ofresearch is classroom action research. This research instrument consists of performance instruments and datacollection instruments in the form of teacher activity observation sheets and activities. The results of the studystated that there were significant differences between students' mathematics learning outcomes before applyingthe STAD type cooperative learning model with the RME approach with after applying the STAD typecooperative learning model with the RME approach. The difference shows student learning outcomes after theaction is better than before the action with completeness reaching 80.77% or 21 completed. Based on the resultsof the study and discussion it can be concluded that the application of STAD type learning model with RealisticMathematic Education (RME) approach can improve the learning outcomes of grade IX students of SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar on statistical material.

scholarly journals A Study of the Understated Violence Within Social Contexts Against Adolescent Girls

2017 ◽  
Vol 8 (2) ◽  
pp. 29-41
Author(s):  
Shivangi Nigam ◽  
Niranjana Soperna
Keyword(s):  
Adolescent Girls ◽  
Rural Areas ◽  
Urban Areas ◽  
Social Issues ◽  
Well Being ◽  
Structured Interview ◽  
Social Contexts ◽  
The Social ◽  
The Difference ◽  
The Individual

Violence against women is linked to their disadvantaged position in the society. It is rooted in unequal power relationships between men and women in society and is a global problem which is not limited to a specific group of women in society. An adolescent girl’s life is often accustomed to the likelihood of violence, and acts of violence exert additional power over girls because the stigma of violence often attaches more to a girl than to the  perpetrator. The experience of violence is distressing at the individual emotional and physical level. The field of research and programmes for adolescent girls has traditionally focused on sexuality, reproductive health, and behaviour, neglecting the broader social issues that underpin adolescent girls’ human rights, overall development, health, and well-being. This paper is an endeavour to address the understated or disguised form of violence which the adolescent girls experience within the social contexts. The parameters exposed under this research had been ignored to a large extent when it comes to studying the dimension of violence under the social domain. Hence, the researchers attempted to explore this camouflaged form of violence and discovered some specific parameters such as: Diminished Self Worth and Esteem, Verbal Abuse, Menstruation Taboo and Social Rigidity, Negligence of Medical and Health Facilities and Complexion- A Prime Parameter for Judging Beauty. The study was conducted in the districts of Haryana (India) where personal interviews were taken from both urban and rural adolescent girls (aged 13 to 19 years) based on  a structured interview schedule. The results revealed that the adolescent girls, both in urban as well as rural areas were quite affected with the above mentioned issues. In urban areas, however, due to the higher literacy rate, which resulted in more rational thinking, the magnitude was comparatively smaller, but the difference was still negligible.  

scholarly journals TEACHING MATHEMATICS WITH PIAGET'S THEORY

2013 ◽  
Vol 4 (1) ◽  
pp. 1-7
Author(s):  
Ega Gradini
Keyword(s):  
Cognitive Development ◽  
Development Process ◽  
Mathematics Learning ◽  
Human Organism ◽  
Stage Theory ◽  
Teaching Mathematics ◽  
Main Concept ◽  
Stage Of Development ◽  
Comprehensive Theory ◽  
Thinking Process

Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity.This paper presented student’s way of thinking in mathematics learning. Jean Piaget’s theory brought here as the main concept applied on children thinking process in mathematics. Through observation, some fact emerges in every stage of development process. Those display on “Cant and But Can’t” Table.

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