scholarly journals KARAKTERISTIK BERPIKIR KREATIF SISWA KELAS VII SMP N 1 KRAGAN DALAM MEMECAHKAN DAN MENGAJUKAN MASALAH MATEMATIKA MATERI PERBANDINGAN DITINJAU DARI GAYA KOGNITIF

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Dian Fitri Argarini ◽  
Budiyono Budiyono ◽  
Imam Sujadi
Keyword(s):  
Cognitive Style ◽  
Creative Thinking ◽  
Sampling Technique ◽  
The Other ◽  
Incubation Stage ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Preparation Stage ◽  
Thinking Process

<p><strong>Abstract:</strong> The research objectives were to determine and to describe creative thinking characteristic of 7<sup>th</sup> grade students of SMP N 1 Kragan in solving and proposing problem at comparative case seen from the cognitive style. This research belonged to descriptive research by qualitative-explorative approach. The sample was taken by purposive sampling technique. The subjects being used in this research were 4, those were 2 students with field dependent cognitive style and 2 students with field independent cognitive style. The subject grouping based on cognitive style was taken by group embedded figures test. There were two instruments that were used to collect the data of this research. The first instrument was solving and proposing problem test instrument. The second was interview guidance. They were validated by using the time triangulation test and the reference fulfillment. The data were analyzed using a Miles and Huberman’s concept, that was data reduction, presentation, and conclusion.. The results of this research show as follows, (1) Creative thinking characteristics of students who had field dependent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems appeared when the students gave the other alternative answer, whereas this aspect was not fulfilled in proposing the problems.  The originality aspect was not fulfilled in solving and proposing problems. (2) Creative thinking characteristics of students who had field independent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems was shown when the students gave the other alternative answer, while in proposing the problem this aspect was not completed because students were able to make only one question. The originality aspect in solving the problem could be seen when the students gave a new way solution and this  was different from the previous one. Meanwhile in proposing the problems, aspet of originality was not fulfilled.</p><p><strong>Keywords</strong>:   creative thinking characteristics, solving  problems, proposing problems, cognitive style</p>

Can College Academic Performance Be Predicted Using a Measure of Cognitive Style?

1996 ◽  
Vol 24 (4) ◽  
pp. 375-379 ◽  
Author(s):  
Ray Griffin ◽  
Godfrey Franklin
Keyword(s):  
Factor Analysis ◽  
Cognitive Style ◽  
Test Performance ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Test Number ◽  
Field Dependent ◽  
Two Factors ◽  
Academic Potential ◽  
Correct Criterion

One hundred and forty-three subjects were identified as Field Independent or Field Dependent based on their performance on the Group Embedded Figures Test, a measure of cognitive style. Results indicated that Field Independent students performed significantly better on course tests and had higher academic potential as measured by the ACT, than Field Dependent students. A regression analysis was conducted to determine which measures would contribute variance to a course test (number correct) criterion. Although both the GEFT and the ACT were significantly related to course test performance, only the ACT contributed significant variance to the regression, F(1,141) = 12.99, r=.29, p <.01. A Principal Components Factor Analysis applied to the GEFT, ACT, and course test data identified two factors. The course tests were associated with factor 1 while the GEFT and ACT were more closely associated with factor 2. The regression and factor analysis results suggest that the ACT and GEFT tests are measuring similar or related constructs for this sample of subjects.

scholarly journals Field Dependence-Independence in Second-Language Acquisition: Some Forgotten Aspects

1998 ◽  
Vol 1 ◽  
pp. 32-38 ◽  
Author(s):  
Carolina Tinajero ◽  
Fernanda Páramo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Style ◽  
Field Dependence ◽  
Embedded Figures Test ◽  
Cognitive Components ◽  
Field Independent ◽  
Field Dependent ◽  
Z Scores

This study examined the role of sex and intelligence in the relationship between field dependence-independence and second language acquisition for a sample of 383 students (187 girls and 196 boys) aged between 13 and 16. The Portable Rod and Frame Test (PRFT) and the Embedded Figures Test (EFT) were used to evaluate cognitive style. A two-way covariance analysis, with intelligence as the covariate, was employed to investigate differences in second language achievement between students classified as either field-dependent or field-independent. A cluster analysis using z scores was examined to study the performance of subjects classified as either field-dependent or field-independent according to scores obtained on the EFT and the PRFT (“coincident” subjects) and those classified as field-dependent in one test and field-independent in the other (“non-coincident” subjects). No statistically significant differences between the two groups were obtained when cognitive style was defined by scores on the PRFT. When field dependence-independence was measured by scores on the EFT, field-independent girls performed better than field-dependent girls (p < .005), but this outcome was not observed for boys. These results suggest a differential contribution of the “perceptive” and “cognitive” components of field dependence-independence and a modulating role by sex.

scholarly journals ANALISIS PROSES BERPIKIR KREATIF SISWA DITINJAU DARI GAYA KOGNITIF BERDASARKAN TEORI WALLAS

2019 ◽  
Vol 6 (1) ◽  
pp. 71
Author(s):  
Yohana Daning Listiyana Putri ◽  
Sutriyono , ◽  
Fika Widya Pratama
Keyword(s):  
Cognitive Style ◽  
Creative Thinking ◽  
Purposive Sampling ◽  
Field Independent ◽  
Field Dependent ◽  
The Subject ◽  
Descriptive Qualitative

The purpose of this study is to know the process of creative thinking of students according to the theory of Wallas, and reviewed of the cognitive style of psychology. The type of this research is descriptive qualitative. The subject in this study amounted to 6 students from SMP Kristen 2 Salatiga, which consisted of 3 students with cognitive style Field Independent (FI), and 3 students with cognitive style Field Dependent (FD). The subject taking technique is a purposive sampling. Based on the results of analysis and discussion, the subject of FI can carry out all stages of the process of creative thinking according to Wallas's theory (preparation, incubation, illumination, verification) well, compared to the subject of FD.

scholarly journals Profil Kreativitas Siswa SMP dalam Menyelesaikan Soal tentang Bangun Ruang Sisi Datar Ditinjau dari Gaya Kognitif

2016 ◽  
Vol 7 (2) ◽  
pp. 171-178
Author(s):  
Alvani Alvani
Keyword(s):  
Cognitive Style ◽  
Creative Thinking ◽  
Rectangular Prism ◽  
Data Presentation ◽  
Class A ◽  
Field Independent ◽  
Field Dependent ◽  
Completion Test ◽  
Figure Test ◽  
First Time

Penelitian ini bertujuan mendeskripsikan profil kreativitas siswa dalam menyelesaikan soal tentang bangun ruang sisi datar ditinjau dari gaya kognitif Field Dependent (FD) dan Field Independent (FI). Subjek penelitian ini adalah dua orang siswa kelas VIII A SMP Negeri 7 Ketapang, yaitu satu siswa dengan gaya kognitif FD dan satu siswa dengan gaya kognitif FI. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data dalam penelitian ini adalah pemberian The Group Ebedded Figure Test (GEFT), tes penyelesaian soal, dan wawancara. Analisis data dalam penelitian ini dilakukan dengan langkah-langkah yaitu mereduksi data, penyajian, dan penarikan kesimpulan. Sedangkan untuk mendapatkan data yang valid, digunakan triangulasi waktu. Hasil penelitian ini menunjukkan bahwa ternyata kedua tipe gaya kognitif ini memenuhi tiga komponen dari berpikir kreatif yaitu kefasihan, fleksibel, dan kebaruan. Hasil penelitian ini menunjukkan bahwa (1) profil kreativitas siswa field dependent dalam menyelesaikan soal tentang bangun ruang sisi datar, mencakup (a) fasih, ditunjukkan dari kemampuan siswa memberikan tiga jawaban yang berbeda dalam menyelesaikan soal tentang bangun ruang sisi datar; (b) fleksibel, ditunjukkan dengan terdapatnya lebih dari satu cara, ide, atau gagasan penyelesaian yang berbeda untuk membagi balok menjadi dua bagian yang volumenya sama; (c) kebaruan, ditunjukkan bahwa semua jawaban yang diberikan merupakan jawaban dari soal yang baru pertama diselesaikan oleh siswa field dependent; (2) profil kreativitas siswa field independent dalam menyelesaikan soal tentang bangun ruang sisi datar, mencakup (a) fasih, ditunjukkan dari kemampuan siswa memberikan empat jawaban yang berbeda dalam menyelesaikan soal tentang bangun ruang sisi datar; (b) fleksibel, ditunjukkan dengan terdapatnya lebih dari satu cara, ide, atau gagasan penyelesaian yang berbeda untuk membagi balok menjadi dua bagian yang volumenya sama; (c) kebaruan, ditunjukkan bahwa semua jawaban yang diberikan merupakan jawaban dari soal yang baru pertama diselesaikan oleh siswa field independent.This research aims at describing students creative thinking profile in solving question about dimensional figure as seen from Field Dependent (FD) and Field Independent (FI). Subjects of this research are two students of grade eight from class A SMP Negeri 7 Ketapang. One student is considered to possess FD cognitive style and the other one is considered to possess FI cognitive style. This research applies descriptive qualitative design. The process of data collection in this research is done by administering Group Embedded Figure Test (GEFT), questions completion test, and interview. Data analysis in this research is done through data reduction, data presentation, and conclusion drawing. Time triangulation is applied in this research to fulfill its validity aspect. The result of this research shows that both cognitive styles satisfy those three aspects of creativity that is fluency, flexibility, and novelty. The results of the research conclude that (1) students creative thinking profile in field dependent cognitive style has fulfilled (a) fluency, which is indicated by the ability of the student to provide three different answers; (b) flexibility, which is indicated by the ability of the student to give more than one ways, ideas, or solving opinions to divide a rectangular prism to become two figures with equal in volume; (c) novelty, which is indicated by the fact that the question given to student is new recently solved for the first time by the student, (2) students creative thinking profile on field independent cognitive style has fulfilled (a) fluency, which is indicated by the ability of the student to provide four different answers to solve question about dimensional figure; (b) flexibility, which is indicated by the ability of the student to provide more than one ways, ideas, or solving opinions to divide a rectangular prism to become two equal volume figures; (c) novelty, which is indicated by the fact that all the answer provided by the student is a new recent for the first time solved question for student.

Relation between Raters' Characteristics and Halo Error

1980 ◽  
Vol 51 (3) ◽  
pp. 1003-1011 ◽  
Author(s):  
Louis Buffardi ◽  
James F. Gibson
Keyword(s):  
Cognitive Style ◽  
Personality Characteristics ◽  
Future Research ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Group Embedded Figures Test

The present study examined the effect of personality characteristics and cognitive style of raters on halo error. To control the information available to raters, a vignette concerning two fictitious individuals was presented. The two individuals were rated on 10 traits by 60 undergraduate raters. These raters also completed a Group Embedded Figures Test and a Thurstone Temperament Schedule. Raters characterized as dominant, vigorous, and stable were less susceptible to halo error than others. These results appear compatible with previous research on the characteristics of accurate raters. The hypothesis that field-independent raters would be less susceptible to halo error than field-dependent raters was not fully supported by the data. Suggestions for the direction of future research are given.

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 Students' Relational Thinking in Solving Word Problem Based Cognitive Style

2019 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Akhmad Syaiful Bahri ◽  
Agung Lukito ◽  
Masriyah Masriyah
Keyword(s):  
Cognitive Style ◽  
Word Problem ◽  
School Students ◽  
Relational Thinking ◽  
Embedded Figures Test ◽  
Subject Selection ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Arithmetic Word Problem

This study is motivated by students' low relational thinking ability. Relational thinking is one of the interesting problems in mathematics education. In this study will be examined the ability of relational thinking field-dependent and independent students in solving the arithmetic word problem. The method used in this study is qualitative descriptive. This research was conducted on 7th-grade of junior school students of Surabaya. The subjects of this study were 1 student who had a field-independent cognitive style and 1 student who had a field-dependent cognitive style. The data of the students' relational thinking process is obtained through the results of solving arithmetic word problem and interviews. Subject selection is done using instrument group embedded figures test. The results of the research showed that students with cognitive field-dependent experiences had difficulties in thinking and have not been able to establish the relationship between information elements and previous knowledge to solve problems. Whereas students with independent field cognitive styles were capable of relational thinking, namely by building interrelationships between elements of information and prior knowledge and knowledge of the properties of structure to solve problems.

scholarly journals Proses Berpikir dalam Memecahkan Masalah Logika Matematika Ditinjau dari Gaya Kognitif Field Independent dan Field Dependent

2017 ◽  
pp. 93
Author(s):  
Ardi Dwi Susandi ◽  
Santi Widyawati
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Thought Process ◽  
Field Independent ◽  
Analysis Technique ◽  
Conceptual Thought ◽  
Field Dependent ◽  
Mathematical Problems ◽  
Processing Information ◽  
Thinking Process

The process of thinking is the steps that a person uses in receiving, processing, concluding, and reusing the information obtained to resolve the issues related to solve the problem of the memory. While cognitive style is an activity that became a characteristic of learners in the functioning of mental activities in the field of cognitive (thinking, remembering, processing information, organizing, solving problems, and making decisions) which is consistent. Cognitive style has a major role when utilized in an effort to improve the effectiveness of the learning process. Cognitive styles are divided into two, namely, Field Independent (FI) and Field Dependent (FD). This research is descriptive qualitative which describes the process of thinking of students in solving mathematical problems on material combinations and permutations. The data collection method in this study using GEFT tests to determine cognitive styles of students, test description of material combinations and permutations to obtain the thinking process of students, and interviews. Based on cognitive style, students are grouped into 2 groups: FI and FD, and then subsequently selected two students from two groups of students from the FI and FD to give test of thinking ability and then interviews. Data analysis technique used Miles and Huberman, data reduction, display, and conclusion drawing / verification. Based on the analysis we concluded that students who have the cognitive styles FI tend to have a conceptual thought process. Likewise, students who have the cognitive style FD, these students are also likely to have a conceptual thought process. The process of conceptual thinking is the thought process which solves problems by using the concept that has been owned by the results of studies.

Effect of field-dependent versus field-independent cognitive styles on prospective and retrospective memory slips

2016 ◽  
Vol 46 (4) ◽  
pp. 542-552 ◽  
Author(s):  
Philip Chukwuemeka Mefoh ◽  
Valentine Chijioke Ezeh
Keyword(s):  
Cognitive Style ◽  
Undergraduate Students ◽  
Cognitive Styles ◽  
Retrospective Memory ◽  
Embedded Figures Test ◽  
Memory Functioning ◽  
Field Independent ◽  
Field Dependent ◽  
The University ◽  
Memory Questionnaire

This article describes a study with two major objectives: first, to investigate whether prospective memory functioning is dissociated from retrospective memory functioning and, second, to examine whether field-independent cognitive style will differ significantly from field-dependent cognitive style in prospective and retrospective memory functioning. A total of 76 undergraduate students of the University of Nigeria, Nsukka (41 men, 35 women; mean age: 19.66 years; standard deviation = 2.02) completed the Group Embedded Figures Test and the Prospective and Retrospective Memory Questionnaire. Omnibus statistic showed that prospective and retrospective memory was not dissociated ( p < .001) and the field-dependent versus field-independent cognitive styles differed significantly on prospective ( p < .001) and retrospective memory ( p < .001). The results were viewed as tentative; the study maintains that future studies are required to provide converging evidence. Authors concluded with some suggestions for further research.

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