scholarly journals PROSES BERPIKIR SISWA DALAM MEMECAHKAN MASALAH SISTEM PERSAMAAN LINEAR TIGA VARIABEL BERDASARKAN GAYA KOGNITIF DI SMK

2021 ◽  
Vol 2 (2) ◽  
pp. 205
Author(s):  
Dea Angella ◽  
Edy Yusmin ◽  
Dian Ahmad BS
Keyword(s):  
Field Independent

Penelitian ini bertujuan untuk mengetahui proses berpikir siswa gaya bebas medan kognitif dalam menyelesaikan masalah matematika pada materi sistem persamaan linear tiga variabel dan mendeskripsikan proses siswa gaya bebas medan kognitif dalam menyelesaikan masalah matematika pada materi berpikir tiga persamaan linier. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Penelitian ini depannya menggunakan tes, wawancara dan dokumentasi. Tes yang digunakan untuk mengetahui gaya kognitif masing-masing siswa dan materi uraian sistem persamaan linear tiga variabel untuk mengetahui proses berpikir. Metode wawancara digunakan untuk melengkapi informasi. Sedangkan dokumenter disajikan dalam bentuk yang memuat foto-foto selama penelitian dan dapat digunakan sebagai bukti bahwa peneliti telah melakukan proses penelitian. Hasil berpikir siswa dengan gaya kognitif field independent dalam menyelesaikan masalah matematika pada materi sistem persamaan linear tiga variabel cenderung konseptual, hal ini terlihat dari hasil analisis bahwa subjek mampu mencapai indikator proses berpikir konseptual. , ketiga variabel tersebut cenderung semikonseptual, hal ini terlihat dari hasil analisis bahwa sebagian besar subjek mampu mencapai indikator sampai dengan rencana penyelesaian.Kata Kunci : Proses Berpikir, Gaya Kognitif, Pemecahan Masalah

BERPIKIR REFLEKTIF SISWA BERDASARKAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENT

EDUPEDIA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 117
Author(s):  
Sayyidah Umma Rahmawati ◽  
Senja Putri Merona
Keyword(s):  
Field Independent ◽  
Field Dependent ◽  
Figure Test

Penelitian ini bertujuan untuk mendeskripsikan berpikir reflektif siswa ditinjau dari gaya kognitif field independent dan field dependent. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Adapun istrumen yang digunakan adalah Group Embedded Figure Test (GEFT), tes soal berpikir reflektif dan wawancara. Sedangkan analisis data yang digunakan adalah analisis data Miles dan Huberman yang tediri dari reduksi data, penyajian data dan kesimpulan atau verifikasi.Hasil penelitian ini menunjukkan bahwa pada indikator berpikir reflektif reacting terdapat kesamaan berpikir reflektif antara siswa field independent dan field dependent. Pada indikator berpikir reflektif comparing terdapat perbedaan dalam hal menghubungkan pengetahuan yang diberikan dengan pengetahuan yang dimiliki. Pada indikator berpikir reflektif contemplating terdapat perbedaan pada kemampuan mendeteksi kesalahan. Temuan lain dalam penelitian ini adalah bahwa siswa field independent menjelaskan jawabannya dengan detail dan rinci, cenderung menggunakan cara menghafal dan memiliki kepercayaan diri yang tinggi. Sedangkan siswa field dependent menjelaskan jawabannya secara umum, memiliki analisis yang baik dan menyukai cara yang telah ditetapkan

scholarly journals Progress Report on the Southern Proper Motion Program

1995 ◽  
Vol 166 ◽  
pp. 357-357
Author(s):  
I. Platais ◽  
T. M. Girard ◽  
V. Kozhurina-Platais ◽  
R. A. Mendez ◽  
W. F. Van Altena ◽  
...  
Keyword(s):  
Reference Frame ◽  
Proper Motion ◽  
Systematic Errors ◽  
Progress Report ◽  
Model Choice ◽  
Plate Model ◽  
Field Independent ◽  
The Status ◽  
First Results ◽  
Galaxy Model

We present the status of the Yale/San Juan Southern Proper Motion program (SPM) which is the southern hemisphere extension of the Lick Observatory Northern Proper Motion program with respect to faint galaxies (Platais et al., 1993). To date, measurements and reductions in the South Galactic Pole region comprising ≈ 1000 square-degrees on the sky have been finished. At this stage of the SPM program particular attention has been paid to the plate model choice along with an assessment of and accounting for systematic errors. For our establishing of a secondary reference frame we have noticed the presence of a potentially dangerous effect, so–called field–independent coma which is caused by lens decentering. We acknowledge the superb Hipparcos preliminary positions without which such analysis would be virtually impossible. The SPM data at the SGP region have also been used to constrain a multi–component Galaxy model. First results of this analysis are presented.

Field Dependence and the Differentiation of Affective States

1981 ◽  
Vol 139 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Katharine R. Parkes
Keyword(s):  
Sex Differences ◽  
Social Class ◽  
Cognitive Style ◽  
Field Dependence ◽  
Normal Female ◽  
Cognitive Symptoms ◽  
Affective States ◽  
Clear Cut ◽  
Field Independent ◽  
Field Dependent

SummaryThe extent to which anxiety, irritability and depression were differentiated as separate entities associated with characteristic patterns of somatic and cognitive symptoms by field dependent (FD) and field independent (Fl) normal female subjects was studied with the Hidden Figures Test and Unpleasant Emotions Questionnaire. In the Fl group the correlations between the three emotions were low and non-significant, reflecting a clear-cut differentiation in symptom configuration, as shown by psychiatrists. In the FD group the inter-correlations were significant and positive, corresponding to relatively poor symptom differentiation, comparable to that of a psychiatric patient group. This suggests that the cognitive style variable of field dependence may underly differences in symptom differentiation associated with psychiatrist/patient differences and, more generally, with social class and sex differences.

Field Dependence and Self-Disclosure

1973 ◽  
Vol 36 (3) ◽  
pp. 735-738 ◽  
Author(s):  
Joaquin F. Sousa-Poza ◽  
Robert Rohrberg ◽  
Ernest Shulman
Keyword(s):  
Social Behavior ◽  
Field Dependence ◽  
The Self ◽  
Social Stimuli ◽  
Self Disclosure ◽  
Field Independent ◽  
The Social ◽  
Field Dependent ◽  
Personality Theories

Some characteristics of the social behavior of field-dependents as well as their superior recognition of ambiguous social stimuli led to the hypothesis that they would show greater self-disclosure than field-independents. This hypothesis was tested by administering the 60-item Jourard Self-disclosure Questionnaire (JSDQ) to 13 field-dependent and 13 field-independent Ss. In terms of total self-disclosure scores, field-dependents showed significantly (.025) higher levels than field-independents. Results are discussed in light of personality theories which emphasize the role of self-conceptual transactions in the development of the self.

scholarly journals Field Independent Cosmic Evolution

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Nayem Sk ◽  
Abhik Kumar Sanyal
Keyword(s):  
Higher Order ◽  
Noether Symmetry ◽  
Scalar Tensor Theory ◽  
Anisotropic Model ◽  
Tachyonic Field ◽  
Tensor Theory ◽  
Cosmic Evolution ◽  
Field Independent ◽  
Conserved Current ◽  
Theory Of Gravity

It has been shown earlier that Noether symmetry does not admit a form of corresponding to an action in which is coupled to scalar-tensor theory of gravity or even for pure theory of gravity taking anisotropic model into account. Here, we prove that theory of gravity does not admit Noether symmetry even if it is coupled to tachyonic field and considering a gauge in addition. To handle such a theory, a general conserved current has been constructed under a condition which decouples higher-order curvature part from the field part. This condition, in principle, solves for the scale-factor independently. Thus, cosmological evolution remains independent of the form of the chosen field, whether it is a scalar or a tachyon.

Augmented Reality in Online Teacher Traning for Digital Competence

2021 ◽  
Vol LXIV (5) ◽  
pp. 503-519
Author(s):  
Evgenia Goranova ◽  
◽  
Valentina Voinohovska ◽  
Keyword(s):  
Augmented Reality ◽  
Learning Objects ◽  
Variable Component ◽  
Qr Code ◽  
Digital Learning ◽  
Digital Competence ◽  
Video Information ◽  
Field Independent ◽  
E Learning ◽  
Teacher Traning

The article presents an approach applied in the online training of pre-service teachers to acquire digital competence. The content of the concept of ‘digital competence’ in its sustainable and variable component is clarified. The understanding of ‘augmented reality’ to e-learning objects is presented. Two forms of ‘augmented reality’ have been proposed to visualize video information to a clarified concept. The first one is presented via a QR code for quick access and applicable for mobile learning. The other is provided by icons and is applicable to e-learning with a computer. It is believed that ‘augmented reality’ can differentiate students’ online learning according to the field-dependent and field-independent cognitive style and their preferences on the use of different digital learning devices.

Cognitive Styles Differentiate Crossmodal Correspondences Between Pitch Glide and Visual Apparent Motion

2017 ◽  
Vol 30 (3-5) ◽  
pp. 363-385 ◽  
Author(s):  
Lu Guo ◽  
Ming Bao ◽  
Luyang Guan ◽  
Lihan Chen
Keyword(s):  
Apparent Motion ◽  
Moving Objects ◽  
High Efficiency ◽  
Cognitive Styles ◽  
Crossmodal Correspondences ◽  
Crossmodal Interaction ◽  
Visual Apparent Motion ◽  
Field Independent ◽  
Crossmodal Correspondence ◽  
Figure Test

Crossmodal correspondences are the automatic associations that most people have between different basic sensory stimulus attributes, dimensions, or features. For instance, people often show a systematic tendency to associate moving objects with changing pitches. Cognitive styles are defined as an individual’s consistent approach to think, perceive, and remember information, and they reflect qualitative rather than quantitative differences between individuals in their thinking processes. Here we asked whether cognitive styles played a role in modulating the crossmodal interaction. We used the visual Ternus display in our study, since it elicits two distinct apparent motion percepts: element motion (with a shorter interval between the two Ternus frames) and group motion (with a longer interval between the two frames). We examined the audiovisual correspondences between the visual Ternus movement directions (upward or downward) and the changes of pitches of concurrent glides (ascending frequency or descending frequency). Moreover, we measured the cognitive styles (with the Embedded Figure Test) for each participant. The results showed that congruent correspondence between pitch-ascending (decreasing) glides and moving upward (downward) visual directions led to a more dominant percept of ‘element motion’, and such an effect was typically observed in the field-independent group. Importantly, field-independent participants demonstrated a high efficiency for identifying the properties of audiovisual events and applying the crossmodal correspondence in crossmodal interaction. The results suggest cognitive styles could differentiate crossmodal correspondences in crossmodal interaction.

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