scholarly journals Profil Penalaran Siswa SMA dalam Menyelesaikan Masalah Logika Berdasarkan Perbedaan Gaya Kognitif

2020 ◽  
Vol 8 (2) ◽  
pp. 181
Author(s):  
Nur Aliya ◽  
Didik Hermanto ◽  
Buaddin Hasan
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cognitive Style ◽  
School Students ◽  
Official Statement ◽  
Qualitative Descriptive ◽  
Figure Test ◽  
Using Data ◽  
Data Collection Technique ◽  
Problem Solving Task

This study describes high school students' reasoning profiles in solving logic problems based on impulsive and reflective cognitive styles. This research is a qualitative descriptive study. The subjects of this study consisted of one impulsive cognitive style student and one reflective cognitive style student. The supporting instruments used were the Matching Familiar Figure Test (MFFT) cognitive style test, interview guidelines, and problem-solving tasks (TPM). The data collection technique uses the problem solving task-based interview technique. Data analysis techniques using data reduction, data presentation, concluding / verification. The results showed that impulsive students solved the problem by changing the implication sentence from the question to the implication symbol, then making a truth table from the implication equivalence. Still, there were errors in writing the symbol of one of the statements. Next, the impulsive students wrote and mentioned the statement sentences obtained as a result of completion. Impulsive students provide reasons or evidence for one or several solutions by determining the second statement as an official statement and writing an example of an office sentence with universal and exponential quantor symbols. Reflective students solve problems by writing down what is known and what is asked from the questions, then underlining each statement, and marking it with a statement symbol. Then the students wrote the implication sentence with the implication symbol. Furthermore, the reflective students wrote down and mentioned the solutions obtained while circling the results obtained. With a tone of doubt, the students said the sentence "negation of implications in the form of symbols.

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

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

scholarly journals Analisis Kemampuan Pemecahan Masalah dan Respon Peralihan Matematik dari SMP ke SMA pada Materi SPLTV

2019 ◽  
Vol 8 (2) ◽  
pp. 227-238
Author(s):  
Siti Zakiyah ◽  
Wahyu Hidayat ◽  
Wahyu Setiawan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Problem ◽  
School Students ◽  
Descriptive Research ◽  
Open Questions ◽  
Qualitative Descriptive

AbstrakPemecahan masalah merupakan suatu kemampuan yang sangat kompleks di mata siswa. Tujuan dari penelitian ini untuk mengetahui dan menganalisis kemampuan pemecahan masalah matematik siswa SMA kelas X dan respon peralihan matematika SMP ke SMA terhadap materi SPLTV. Penelitian ini berbentuk deskriptif kualitatif dengan objek penelitian siswa kelas X di salah satu SMA di Bandung Barat. Instrumen dalam penelitian ini adalah uji soal kemampuan pemecahan masalah dan angket kemampuan matematika siswa apabila ditinjau dari peralihan SMP ke SMA terhadap materi SPLTV. Jumlah soal yang digunakan dalam penelitian ini adalah sebanyak empat dari enam butir soal yang disediakan dengan angket yang berisikan sepuluh pertanyaan, yang terdiri dari empat pertanyaan tertutup dan enam pertanyaan terbuka. Penelitian ini dilaksanakan pada tanggal 10 September 2018 dan 8 Oktober 2018. Kemampuan pemecahan masalah matematik siswa kelas X di Bandung Barat terhadap materi SPLTV tergolong tinggi, dengan persentase sebesar 79,868%. Siswa yang memiliki latar belakang pemahaman SPLDV yang baik cenderung mudah memahami SPLTV dengan baik pula. Analysis of Problem Solving Ability and Respons of Transition from Junior to Senior High School in SPLTV MaterialAbstractProblem-solving is problem-solving in the eyes of students. The purpose of this study was to study and analyze the mathematical problem solving of high school students in class X and the response of the transition of junior high school to high school to SPLTV material. This research is in the form of qualitative descriptive research with class X objects in one of the high schools in West Bandung. The instruments in this study were problem-solving questions and mathematical ability questionnaires which were reviewed from the transition of junior high school to high school to SPLTV material. The number of questions used in this study amounted to four of the six items provided with a questionnaire containing questions, which consisted of four closed questions and six open questions. This research was conducted on September 10, 2018, and October 8, 2018. The ability to solve the problems of grade X students in West Bandung on SPLTV material was high, with a contribution of 79.868%. Students who have a background in understanding SPLDV can easily consider SPLTV well too.

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

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.

scholarly journals KEMAMPUAN BERPIKIR KRITIS SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF

2020 ◽  
Vol 3 (1) ◽  
pp. 21
Author(s):  
Wanda Ika Narianti ◽  
Masriyah Masriyah
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Junior High School Students ◽  
School Students ◽  
Familiar Figure ◽  
Mathematical Problems ◽  
Figure Test

Abstrak — Kemampuan berpikir kritis adalah kecakapan memecahkan masalah yang dilakukan seseorang secara sistematis dan reflektif dalam mengolah informasi yang diperoleh ketika dihadapkan pada suatu masalah. Melalui berpikir kritis, siswa dapat mengambil keputusan secara tepat untuk memecahkan masalah tersebut. Akan tetapi dalam pembelajaran matematika, kemampuan berpikir kritis kurang mendapat perhatian karena seringkali siswa mendapatkan soal yang dalam proses mengerjakannya menggunakan prosedur rutin. Selain itu, juga perlu memperhatikan gaya kognitif siswa karena setiap siswa memiliki karateristik yang berbeda dalam waktu yang diperlukan untuk menjawab soal dan kesalahan jawaban yang dihasilkan. Penelitian ini merupakan penelitian deskriptif kualitatif, yang bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa SMP yang bergaya kognitif reflektif, impulsif, fast accurate, dan slow inaccurate dalam memecahkan masalah matematika. Subjek dalam penelitian ini adalah siswa SMP kelas VIII yang bergaya kognitif reflektif, impulsif, fast accurate, dan slow inaccurate masing-masing sebanyak 1 siswa. Teknik pengumpulan data dalam penelitian ini menggunakan tes gaya kognitif MFFT (matching familiar figure test), tes kemampuan matematika, tes pemecahan masalah matematika, dan wawancara. Teknik analisis data berdasarkan indikator kemampuan berpikir kritis yang meliputi klarifikasi, asesmen, inferensi, dan strategi pada setiap langkah pemecahan masalah. Hasil penelitian menunjukkan bahwa, siswa bergaya kognitif reflektif mampu melakukan klarifikasi, asesmen, dan inferensi. Siswa bergaya kognitif impulsif mampu melakukan strategi. Siswa bergaya kognitif fast accurate tidak mampu melakukan klarifikasi, asesmen, inferensi, dan strategi. Siswa bergaya kognitif slow inaccurate mampu melakukan asesmen.Kata kunci: Kemampuan Berpikir Kritis, Memecahkan Masalah, Gaya Kognitif Abstract — Critical thinking abilities is the ability to solve problems by someone systematically and reflectively in processing information obtained when faced with a problem. Through critical thinking, students can make appropriate decisions to solve these problems. However, in learning mathematics, critical thinking abilities receive less attention because students often get questions that in solved by using routine procedures. In addition to paying attention the critical thinking abilities, it is also necessary to pay attention to students' cognitive styles because each student has different characteristics in the time needed to answer questions and the resulting answer errors. This research is a qualitative descriptive study, which aims to describe the critical thinking abilities of junior high school students who have reflective, impulsive, fast accurate, and slow inaccurate cognitive styles in solving mathematical problems. The subjects in this study were eighth-grade junior high school students who had reflective, impulsive, fast accurate, and slow inaccurate cognitive styles of 1 student each. Data collection techniques in this study used the MFFT cognitive style test (matching familiar figure test), mathematics ability test, mathematical problems solving test and interviews. Data analysis techniques are based on indicators of critical thinking abilities that include clarification, assessment, inference, and strategy at each step of problems solving. The results showed that reflective cognitive style students were able to clarification, assessment, and inference. Impulsive cognitive style students can do the strategy. Fast accurate cognitive style students are not able to clarification, assessment, inference, and strategy. Slow inaccurate cognitive style students can do assessment.Keywords: Critical Thinking Abilities, Problem Solving, Cognitive Style

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

Factor M ◽  
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.

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

KadikmA ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 79
Author(s):  
Lukman Jakfar Shodiq ◽  
Warsosi Apritasona
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cognitive Style ◽  
Junior High School ◽  
Linear Equations ◽  
Test Methods ◽  
School Students ◽  
Field Independent ◽  
Interview Methods ◽  
Class Viii

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.  

scholarly journals Pengaruh Kemandirian Belajar terhadap Kemampuan Pemecahan Masalah Matematis Siswa SMP

2019 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Yusup Ansori ◽  
Indri Herdiman
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Independent Learning ◽  
Test Results ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Qualitative Descriptive

Penelitian yang telah dilakukan oleh beberapa peneliti sebelumnya menunjukkan bahwa kemandirian belajar siswa masih rendah. Rendahnya kemandirian belajar disebabkan oleh beberapa faktor, salah satunya kemampuan siswa itu sendiri. Tujuan penelitian ini adalah untuk mengetahui pengaruh kemandirian belajar terhadap kemampuan pemecahan masalah matematis siswa. Populasi dari penelitian ini adalah 27 siswa SMP di Kabupaten Cianjur. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode korelasi. Penelitian diawali dengan memberikan tes berupa instrumen soal kemampuan pemecahan masalah dan angket yang dapat mengukur kemandirian belajar siswa. Selanjutnya, peneliti melakukan wawancara dengan guru. Hasil yang diperoleh menunjukkan bahwa siswa memiliki kemandirian belajar dan kemampuan pemecahan masalah matematis yang baik. Hal tersebut diperkuat dengan hasil uji korelasi 0,808. Angka tersebut menunjukkan pengaruh yang sangat kuat. Kata Kunci: kemandirian belajar, kemampuan pemecahan masalah.                                                                                                                                                                             ABSTRACT                             Most studies examine that the student’s independent learning is still low. This is caused by several factors. One of them is the ability of the students themselves. The purpose of this research is to know the influence of students’ learning independence to mathematical problem solving ability. The population of this research is 27 Junior High School students in Cianjur. This research uses qualitative descriptive method. The study begins with having the students to do the problem-solving test and fill in the student learning independence questionnaire. The data and information were also collected by interviewing teachers. The results indicate that the students have good self-regulated learning and problem solving ability. It is reinforced with test results correlation 0.808. It means that there is a very strong influence. Keywords: self-regulated learning, problem solving ability.

scholarly journals Kemampuan Pemecahan Masalah Siswa SMA dalam Menyelesaikan Soal Usaha dan Energi

2020 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
Aras Hanif Afiat ◽  
Supriyono Koes Handayanto ◽  
Hari Wisodo
Keyword(s):  
High School ◽  
High School Students ◽  
Data Analysis ◽  
Problem Solving ◽  
School Students ◽  
Data Analysis Technique ◽  
Analysis Technique ◽  
Physics Concepts ◽  
Qualitative Descriptive ◽  
Mathematical Equations

<p><strong>Abstract:</strong> This study aims to determine the problem solving abilities of high school students in solving physics problem topic working and energy. A total of 64 respondents solved physics problem about work and energy which consisted of four questions. The students' answers were evaluated using a rubric consisting of five indicators, namely useful description (UD), physics approach (PA), specific application of physics (SPA), mathematical procedures (MP), and logical progression (LP). The data analysis technique used qualitative descriptive. The results of the analysis show that the score of students' problem solving abilities is in a sufficient category, with the dominant score on indicators UD, PA and SPA. Students get poor score criteria on MP and LP indicators. In this case, students experience some difficulties, among others, students' mistakes in applying physics concepts in mathematical equations, students' mistakes in using equations that are not relevant to the problems presented and students' mistakes in using calculations that do not focus on the problem presented.</p><strong>Abstrak:<em> </em></strong>Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah siswa SMA dalam memecahkan persoalan usaha dan energi. Sejumlah 64 responden mengerjakan soal usaha dan energi yang terdiri atas empat soal uraian. Hasil jawaban siswa dikoreksi dengan menggunakan rubrik yang terdiri atas lima indikator, yaitu <em>usefull description </em>(UD)<em>, physics approach</em> (PA)<em>, spesific application of physics </em>(SPA)<em>, mathematical procedures </em>(MP)<em>, </em>dan <em>logical progression </em>(LP). Teknik analisis data menggunakan deskriptif kualitatif. Hasil analisis menunjukkan bahwa skor kemampuan pemecahan masalah siswa berada dalam kategori cukup, dengan dominan skor pada indikator UD, PA dan SPA. Siswa mengalami kriteria kurang baik pada indikator MP dan LP. Dalam hal ini, siswa mengalami beberapa kesulitan, antara lain, kesalahan dalam mengaplikasikan konsep dalam persamaan matematis, menggunakan persamaan yang tidak relevan dengan permasalahan yang dipaparkan menggunakan perhitungan yang tidak fokus pada problem yang disajikan.

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