scholarly journals Profile of student’s quantitative reasoning in solving problems based on the cognitive style field independent and field dependent

2020 ◽  
Vol 6 (3) ◽  
pp. 244-254
Author(s):  
Fajriyah Rachmatika ◽  
Dwi Juniati ◽  
Agung Lukito
Keyword(s):  
Cognitive Style ◽  
Quantitative Reasoning ◽  
Field Independent ◽  
Field Dependent ◽  
Figure Test

Penelitian ini merupakan penelitian kualitatif, yang bertujuan untuk mendeskripsikan penalaran kuantitatif siswa dalam memecahkan masalah ditinjau dari gaya kognitif Field Independent dan Field Dependent. Dua siswa MTs Maarif Sukorejo dipilih menjadi subjek penelitian berdasarkan kemampuan matematika yang tinggi dari hasil tes kemampuan matematika serta mewakili gaya kognitif Field Independent dan Field Dependent dari hasil group embedded figure test. Siswa yang terpilih diminta untuk memecahkan masalah matematika dan diwawancarai. Secara umum hasil penelitian menunjukkan bahwa terdapat perbedaan penalaran kuantitatif antara siswa Field Independent dan Field Dependent. Siswa Field Independent dapat menyajikan seluruh informasi ada dalam soal, sedangkan siswa Field Dependent dapat menyajikan sebagian informasi pada soal dan tidak menyajikan beberapa informasi yang lain. Siswa Field Independent dapat menunjukkan keterbatasan berupa persamaan yang hanya bisa digunakan untuk menyelesaikan soal yang diberikan atau soal yang sama persis dengan soal yang diberikan, akan tetapi siswa Field Dependent tidak dapat menunjukkan keterbatasan metode matematisnya. Dengan mengetahui penalaran kuantitatif dan  gaya kognitif siswa yang berbeda diharapkan guru dapat memberikan pembelajaran yang sesuai sehingga pembelajaran yang diberikan lebih optimal.

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.

scholarly journals The group embedded figure and pattern test for cognitive styles of deaf-mute students

2021 ◽  
Vol 1 (2) ◽  
pp. 69
Author(s):  
Vaula Greennita Kusumawati ◽  
Andriyani Andriyani
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Test Results ◽  
Data Display ◽  
Interactive Analysis ◽  
Field Independent ◽  
Field Dependent ◽  
Collection Data ◽  
Figure Test ◽  
Different Parts

This research aim is to describe deaf-mute students' cognitive style which seen in the condition of the Group Embedded Figure Test (GEFT). Data was collected through given by GEFT to four deaf-mute students of SLBN 2 Bantul and the data were analyzed through an interactive analysis of the Miles & Huberman model namely data collection, data reduction, data display, verification or conclusion inferred. From the test results, two students were categorized to Field-Dependent (FD) cognitive style and the other students were categorized to Field-Independent (FI) cognitive style. Students with FD cognitive styles tend to have difficulty focusing on something or analyzing the pattern into different parts. In contrary, students with FI cognitive style are more capable to accept separate parts of an overall pattern and analyzing the pattern into its components.

scholarly journals HUBUNGAN KETERAMPILAN PROSES SAINS DENGAN PENGUASAAN KONSEP SERTA KAITANNYA DENGAN GAYA KOGNITIF FIELD DEPENDENT-FIELD INDEPENDENT

2015 ◽  
Vol 6 (1) ◽  
pp. 181
Author(s):  
Santy Awalliyah ◽  
Parsaoran Siahaan ◽  
Muhammad Gina Nugraha ◽  
Kartika Hajar Kirana
Keyword(s):  
Public Schools ◽  
Cognitive Style ◽  
Process Skill ◽  
Science Process Skill ◽  
Field Independent ◽  
Field Dependent ◽  
Figure Test ◽  
Dependent Field

The aim of this research was to find out correlation between science process skill and conceptual mastery of 7th grade students related to different cognitive style, i.e. field dependent and field independent. This study involves 108 students in one of public schools in Bandung. Science process skill and conceptual mastery were evaluated by test instruments, which were already validated and tested, while Group Embedded Figure Test (GEFT) was used to classify student's cognitive style. Results suggested that there was a significant correlation between science process skill and conceptual mastery for students with dependent cognitive style ( r (36) = 0,564, tvalue > ttable), while for students with independent cognitive style the correlation was insignificant ( r (38) = 0,431, tvalue > ttable).Keywords: conceptual mastery, cognitive style, science process skillsABSTRAKPenelitian ini dilaksanakan untuk mengetahui hubungan keterampilan proses sains dengan penguasaan konsep siswa kelas VII terkait dengan gaya kognitif field dependent dan gaya kognitif field independent. Penelitian korelasional ini melibatkan 108 siswa kelas VII di salah satu SMPN di Kota Bandung. Keterampilan proses sains dan penguasaan konsep dievaluasi dengan menggunakan instrumen tes yang telah melalui proses judgement dan uji coba, sedangkan untuk mengklasifikasikan gaya kognitif siswa digunakan instrumen tes standar Group Embedded Figure Test (GEFT). Hasil penelitian menunjukkan bahwa keterampilan proses sains dengan penguasaan konsep memiliki hubungan yang signifikan untuk siswa kelas VII bergaya kognitif field dependent ( r (36) = 0,564, thitung > ttabel), sedangkan pada siswa bergaya kognitif field independent hubungan keterampilan proses sains dengan penguasaan konsep tidak signifikan ( r (38) = 0,431, thitung > ttabel).Kata kunci: Keterampilan proses sains, penguasaan konsep, gaya kognitif

scholarly journals Cognitive Style of File-dependent (FD): Quantitative Reasoning in Generalizing

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Muhammad Muzaini ◽  
Dwi Juniati ◽  
Tatag Y.E Siswono
Keyword(s):  
Cognitive Style ◽  
Junior High School ◽  
Real Life ◽  
Primary Objective ◽  
Quantitative Reasoning ◽  
Math Teachers ◽  
Field Dependent ◽  
The Subject ◽  
Figure Test ◽  
The Relationship

Quantitative reasoning is essential in learning and is the primary objective of many educators especially for math teachers worldwide with the aim of how to develop the relationship between mind and the problems of students’ real-life so that it can be solved mathematically. The purpose of this study is to describe the students' quantitative reasoning in generalizing math word problems. The type of this research was descriptive research with a qualitative approach. The subjects of this study were male students enrolled as students of Junior High School in Makassar, and the students had Field-dependent cognitive style. The Group Embedded Figure Test test (GEFT) is used to find subjects that have Field-dependent cognitive style. The main data collection of this study was obtained by using interview technique to investigate the aspect of students' quantitative reasoning ingeneralizing process when completing math problem. The results showed that the subject of male Fielddependent: quantitative reasoning of the subject arises two traits: (1) hooking the relationship of ratios and (2)hooking the proportional relationship, furthermore the subject there is a tendency to see only one quantity change and the subject in finding a new quantity is procedural.

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

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.

scholarly journals Peculiarities of management of cognitive barriers in educational activity of students with field-independent and field-dependent styles

2020 ◽  
pp. 54-65
Author(s):  
Ngo Thi Nga
Keyword(s):  
Cognitive Style ◽  
Cognitive Activity ◽  
Educational Activity ◽  
Professional Activities ◽  
Cognitive Difficulties ◽  
Field Independent ◽  
Field Dependent

The survey is dedicated to the identification of cognitive barriers in educational and professional activities among students with field-dependent and field-independent styles of cognitive activity. For these purposes, we used the principle of taxonomy proposed by B. Bloom (“the taxonomy of the levels of knowledge of Benjamin Blum”), as well as the “Gottschaldt figures” technique. The results show that the cognitive style is a factor influencing the level of cognitive difficulties.

scholarly journals The effect of problem based learning by cognitive style on critical thinking skills and student retention

2020 ◽  
Vol 10 (2) ◽  
pp. 271
Author(s):  
Syamsul Arifin ◽  
Punadji Setyosari ◽  
Cholis Sa’dijah ◽  
Dedi Kuswandi
Keyword(s):  
Critical Thinking ◽  
Student Retention ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Field Independent ◽  
Field Dependent

The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. Subject of this research are students in three different senior high school with two class samples in each school. There are 102 students of control class with Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instrument of this research are test and questionnaires. The findings of this research are that there are significant differences in student critical thinking skills and retention between groups of student with Field Dependent (FD) and Field Independent (FI) cognitive styles and also between group of student with Direct Instruction model and Problem Based Learning model. Each learning model has interaction with critical thinking skills but not student retention. This research is useful for educators to develop students critical thinking skills processes with an effective learning model approach especially for senior high school students. The educators can know the interaction of cognitive styles with student retention, the extent to which cognitive styles are able to have an impact on student retention. This research provides knowledge an effective learning model to develop critical thinking skills and retention of student both Field Dependent and Field Independent cognitive style. Based on cognitive style, Field Independent students have higher retention and critical thinking skills compared to Field Dependent students.

COGNITIVE STYLE PERFORMANCE AND FORM DISCRIMINATION

1973 ◽  
Vol 1 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Glen M. Vaught ◽  
Paul A. Roodin
Keyword(s):  
College Students ◽  
Cognitive Style ◽  
Field Dependence ◽  
Active Touch ◽  
Female College Students ◽  
Form Discrimination ◽  
Female College ◽  
Passive Touch ◽  
Field Independent ◽  
Field Dependent

Forty-two male and 42 female college students were subdivided into field independent, medium, and field dependent identity groups and matched for sex. Each subject was given 24 active and 24 passive touch form discrimination trials. The results showed that active touch form discrimination yielded fewer errors than passive touch and that females were better form discriminators than males. The interaction between field dependence, form discrimination and sex showed that in contrast to field independent subjects, field dependent males made more form discrimination errors while females improved. This interaction is discussed in relation to the field dependence literature.

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