scholarly journals STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON TEACHING MODELS INTERVENTION AND COGNITIVE STYLE

2020 ◽  
Vol 11 (2) ◽  
pp. 209-222
Author(s):  
Aloisius Loka Son ◽  
Darhim Darhim ◽  
Siti Fatimah
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Mathematical Problem ◽  
Cognitive Styles ◽  
Core Model ◽  
Mathematical Problem Solving ◽  
Conventional Model ◽  
Teaching Models ◽  
The Core ◽  
Significant Difference

The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students’ mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems.

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

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

<p><strong>Abstract: </strong>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.</p><p><strong>Abstrak:</strong> Tujuan penelitian ini yaitu untuk mendeskripsikan profil kemampuan pemecahan masalah matematika yang dimiliki siswa <em>field dependent</em><em> </em>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.</p>

scholarly journals IMPROVEMENT OF MATHEMATICAL PROBLEM SOLVING ABILITIES USING MISSOURI MATHEMATICS PROJECT LEARNING MODEL

2019 ◽  
Vol 7 (1) ◽  
pp. 1539-1549
Author(s):  
Joy Frandero Yoni Astra Pasaribu ◽  
Louise M Saija
Keyword(s):  
Problem Solving ◽  
Small Group ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Mathematics Problems ◽  
Life Problems ◽  
Significant Difference ◽  
Questionnaire Result ◽  
Problem Solve

Introduction: Mathematical problem solving ability is very important in mathematic learning, because is can help students to solve daily life problems better. But the students mathematical problem solve ability is not high yet, one of the factor is because many students only know the standard procedures of solving mathematics problems, and when the given problem are different from the examples they tend to give up easily. This comparative design study aims to find out the improvement of students mathematical problem solving ability using Missouri Mathematics Project (MMP) learning model with individual assignments and small group assignments, and to find out whether there are differences between those two. Method: The sample in this study was VII grade students at SMP Advent Cimindi and SMP Advent II Bandung, Bandung. The instruments used in the study are mathematical problem solving test and questionnaire for response toward the Missouri Mathematics Project (MMP) learning model as the non-test instrument. Result: The results showed that the improvement of mathematical problem solving abilities of students who obtained the Missouri Mathematics Project (MMP) learning model with individual assignments and students who obtained the Missouri Mathematics Project (MMP) learning model by assigning small groups was categorized as high. Statistically, there is a significant difference in the students mathematical problem solving improvement after being taught using Missouri Mathematics Project (MMP) learning model, between students who get individual assignments and small group assignments. The response questionnaire result shows that students who acquire individual assignments like the Missouri Mathematics Project (MMP) learning model, more further the students who acquire group assignments really like the Missouri Mathematics Project (MMP) learning model.

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

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.

scholarly journals IMPLEMENTATION OF OPEN-ENDED APPROACH TO MATHEMATICAL PROBLEM SOLVING IN CLASS V OF CEWENG JOMBANG ELEMENTARY SCHOOL

2020 ◽  
Vol 1 (1) ◽  
pp. 92-100
Author(s):  
Dyah Ayu Lestari ◽  
Udjang Pairin M. Basir ◽  
Claudya Zahrani Susilo
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Experimental Design ◽  
Positive Response ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Statistical Techniques ◽  
Average Difference ◽  
Class V ◽  
Significant Difference

This study aims to determine the ability of mathematical problem solving before or after the application of the open-ended approach and student’s responses during learning. The techniques used in collecting data were interviews, questionnaire tests, and documentation. This type of research is quantitative with experimental design, statistical techniques are used to analyze the research results. The results of the study can be seen with the results of the pretest and posttest student’s abilities. The ability of students showed an average difference between the pretest and posttest scores of 36.71 and 80.81 and the Fcount was 122.927. So the conclusion is the problem solving ability of students has a significant difference and tends to increase. As well as a very positive response shown by students with a percentage of 84.3%.

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

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.

scholarly journals The description of students’ mathematical problem-solving skill and self-regulation

2017 ◽  
Vol 2 (1) ◽  
pp. 38
Author(s):  
Ani Nurwijayanti ◽  
Akhmad Jazuli ◽  
Erni Widyastuti
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Mathematical Problem Solving ◽  
Term Result ◽  
Mathematics Problem Solving ◽  
Significant Difference ◽  
Mathematical Problems ◽  
Data Source ◽  
Mathematics Problem

<p class="Abstract">The research aimed to describe the students’ mathematics problem-solving skill and self-regulation in <em>SMP Negeri 8 Purwokerto</em> used Miles and Huberman’s model of cover reduction, serve, and conclusion. The data source of this research were eight graders of class F by using purposive sampling. The students grouped into three categories according to the mid-term result. The categories were: high, mediocre, and low scores. The data was collected using tests, questionnaire, interview, and documentation. This research concluded that the students’ mathematics problem-solving skill from those three categories was different. The high score students’ group had a better problem-solving skill compared to the students in the mediocre or the low categories. However, the self-regulation from these three groups did not have a significant difference. It was still at the developing level. Thus, it could be concluded that the students’ self-regulation did not affect the ability to solve mathematical problems.</p>

scholarly journals The Influence of Learning Model and Student Self-Concept Toward the Mathematical Problem-Solving Ability (Experimental Study on Students of Tangerang City State Junior High School)

2018 ◽  
Vol 9 (2) ◽  
pp. 189-198
Author(s):  
Ruby Fauziyah Andam Dewi ◽  
Anton Noornia ◽  
Eti Dwi Wiraningsih
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Problem ◽  
Learning Model ◽  
Self Concept ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Conventional Model

This study aims to determine the effect of Conventional Model and the Missouri Mathematics Project (MMP) learning Model with self-concept on mathematical problem- solving abilities of junior high school students. The design of this study was experimental and control group post-test design. The method used is the quasi-experimental method using treatment by level 2x2 design. The experimental class was given the MMP learning model treatment while the control class was treated with conventional model. The samples of this study were 48 seventh grade students. The instruments used were self-concept questionnaires and a test of mathematical problem-solving abilities.Technique of analysis used was two-ways ANOVA. The results of this study show that the MMP learning model has a syntax that is able to empower mathematical problem-solving abilities compared to conventional learning model. Students who have a positive self-concept or students who have a negative self-concept are more suitable to be treated with the MMP learning model than conventional learning model. 

ANALYSIS OF MATHEMATICAL RESOLUTION REVIEWED FROM COGNITIVE STYLE AND MATHEMATICAL ANXIETY OF STUDENTS IN STUDENTS OF CLASS VII SMP FRATER MAKASSAR

2019 ◽  
Vol 1 (1) ◽  
pp. 15-21
Author(s):  
Silvester S
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
High Anxiety ◽  
Analysis Techniques ◽  
Field Independent ◽  
Mathematical Anxiety ◽  
The Subject ◽  
Math Test

This study aims to 1) description of the mathematical problem solving in terms of cognitive style field-independent (FI) mathematical anxiety and low and high, 2) description of mathematical problem solving in terms of cognitive style field-dependent (FD) and mathematical low and high anxiety. Type a descriptive qualitative research. Instrument and data collection that is used in the form of Test anxiety now, GEFT, math test and interview. Data analysis techniques used, namely the reduction of data, data presentation, data verification and withdrawal of the conclusion. Research results: 1) the stylish Subject of cognitive ability in resolving the problem FI i.e. analytical and clear, but there is confusion on step completion caused high anxiety. 2) FD Subject in resolving problems i.e. thorough thinking because anxiety low was able to complete the issue hadn't yet high anxiety while still think dabble so can not solve the problem completely. 3) link between cognitive style and anxiety seen in a mathematically solve problems I on righteousness calculations and measures penyelesainnya. While the mathematical anxiety cognitive style is influenced by the FI and FD is seen in resolving problems, a subject that has broad perceptions of analytic and so was able to resolve the problem, while the subject is more intuitive, FD presepsi narrow and unable to resolve the problem completely

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