Student’s mathematical literacy in solving PISA model problems based on the reflective-impulsive cognitive style

Penelitian ini bertujuan mendeskripsikan literasi matematik siswa dalam menyelesaikan soal model PISA ditinjau dari gaya kognitif reflektif-impulsif. Indikator literasi matematik dinilai pada proses merumuskan, menerapkan, dan menafsirkan. Subjek penelitian adalah siswa kelas IX-C SMP AL Muslim Sidoarjo. Matching Familiar Figure Test digunakan untuk mengetahui gaya kognitif siswa. Subjek penelitian dipilih berdasarkan tes gaya kognitif (TGK) dan tes kemampuan matematika (TKM). Selanjutnya, dipilih subjek seorang siswa dengan gaya kognitif reflektif dan seorang siswa impulsif berkemampuan matematika setara. Subjek akan mengerjakan soal tes literasi matematik (TLM). Hasil penelitian menunjukkan bahwa siswa reflektif memenuhi semua indikator literasi matematik untuk soal perubahan dan hubungan serta ruang dan bentuk. Siswa impulsif memenuhi semua indikator literasi matematik untuk soal perubahan dan hubungan. Namun, siswa impulsif tidak memenuhi indikator literasi matematik pada soal dengan konten ruang dan bentuk. Oleh karena itu, guru disarankan lebih banyak memberikan latihan untuk mengembangkan literasi matematik siswa dalam menyelesaikan soal model PISA dengan konten yang beragam.

Download Full-text

ABILITY OF STUDENTS WITH REFLECTIVE AND IMPULSIVE COGNITIVE STYLES IN WRITING A SCIENTIFIC ARTICLE

MIER Journal of Educational Studies Trends and Practices ◽

10.52634/mier/2017/v7/i2/1410 ◽

2021 ◽

pp. 135-145

Author(s):

Cintamulya

Keyword(s):

Cognitive Style ◽

Case Studies ◽

Cognitive Styles ◽

Biology Education ◽

Environmental Issues ◽

Scientific Article ◽

Credit Lines ◽

Test Instrument ◽

Familiar Figure ◽

Figure Test

The present study focuses on making the students aware about various environmental issues by using case studies. The ability of students to reveal their findings about environmental issues has been developed through scientific literature, one of which was writing scientific articles. Each student has a different thinking style or cognitive style, so the possibilities in terms of scientific writing can be different. A cognitive style is shown in individuals receiving, processing and organizing information, and presenting the information based on the experiences they have had. This study aimed to describe the ability of the students who have a reflective or impulsive cognitive style to write a scientific article as a result of employing case studies on environmental issues. To achieve these objectives, the research involved the students of biology education UNIROW Tuban class of 2011. The ability to write scientific articles was analysed descriptively and included: title, credit lines, abstract, introduction, methods, results and discussion, conclusions and bibliography. To measure the reflective vs impulsive cognitive styles, the study used the MFFT (Matching Familiar Figure Test) instrument which was designed and developed by Warli (2010). The results showed that the ability of students who had a reflective cognitive style to write scientific articles tended to follow the rules, except when they were writing a bibliography. Therefore, there was a difference between students who write with a reflective cognitive style and students who write with an impulsive cognitive style in terms of their ability to write a scientific article as the result of case studies about environmental issues.

Download Full-text

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

JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS ◽

10.26740/jppms.v3n1.p21-41 ◽

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

Download Full-text

ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS DITINJAU DARI GAYA KOGNITIF IMPLUSIF DAN REFLEKTIF

Jurnal Pendidikan Matematika (Kudus) ◽

10.21043/jpm.v2i1.6341 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

Naili Luma’ati Noor

Keyword(s):

Critical Thinking ◽

Cognitive Style ◽

Research Method ◽

Qualitative Approach ◽

Critical Thinking Ability ◽

Familiar Figure ◽

Thinking Ability ◽

Figure Test ◽

Test Result ◽

Better Than

ANALYSIS OF MATHEMATICS CRITICAL THINKING ABILITY BASED IMPLUSIVE AND REFLECTIVE COGNITIVE STYLE. The purpose of this research was to describe the critical thinking ability of based on impulsive and reflective cognitive style. The research method used a descriptive qualitative approach. Data was taken with a the ability of matematics critical thinking test, Matching Familiar Figure Test (MFFT) to measure cognitive style, and interview. The student’s test result was analysed, then four students were selected, the two of them are impulsive cognitive style, and the others are reflective cognitive style, for qualitative analysis. The result showed that the ability of mathematics critical thinking students with reflective cognitive style is better than students with impulsive cognitive style on the indicators of understanding the problem, giving logical reasons with various relevant concepts and connecting between concepts, and making conclusions. While on the indicator of solving problems with the concepts, students with impulsive cognitive style is a better than students with reflective cognitive style.

Download Full-text

METAKOGNISI CALON GURU YANG BERGAYA KOGNITIF REFLEKTIF DAN BERGAYA KOGNITIF IMPULSIF DALAM MEMECAHKAN MASALAH MATEMATIKA

Jurnal Cakrawala Pendidikan ◽

10.21831/cp.v15i2.9463 ◽

2016 ◽

Vol 15 (2) ◽

Author(s):

Binur Panjaitan

Keyword(s):

College Students ◽

Cognitive Style ◽

Teacher Candidate ◽

Qualitative Approach ◽

Mathematic Department ◽

Training And Education ◽

Familiar Figure ◽

Valid Data ◽

The Subject ◽

Figure Test

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan proses metakognisi mahasiswa calon guru dalam menyelesaikan masalah matematika. Jenis penelitian ini adalah penelitian eksploratif dengan pendekatan kualitatif. Melalui wawancara mendalam peneliti menggali tentang hal-hal yang mempengaruhi terjadinya proses metakognisi subjek. Subjek penelitian ini adalah mahasiswa calon guru Program Studi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas HKBP Nommensen yang bergaya kognitif reflektif dan yang bergaya kognitif impulsif. Untuk menentukan gaya kognitif reflektif-impulsif digunakan Matching Familiar Figure Test. Masalah matematika dalam penelitian ini terdiri dari masalah matematika formal dan masalah matematika kontekstual. Data yang sudah valid dianalisis dengan memperhatikan bagaimana proses metakognisi subjek terhadap permasalahan. Hasil penelitian menunjukkan bahwa proses metakognisi subjek yang bergaya kognitif reflektif berbeda dengan proses metakognisi subjek yang bergaya kognitif impulsif, baik dalam masalah matematika formal maupun matematika kontekstual. Kata kunci: metakognisi, pemecahan masalah, gaya kognitif TEACHERS’ CANDIDATE METACOGNITION THAT HAS REFLECTIVE AND IMPULSIVE COGNOTIVE STYLE IN SOLVING MATHEMATIC PROBLEM Abstract: The purpose of this research was to describe the college students’ metacognition as a teacher candidate in solving mathematic problem. This research was explorative with qualitative approach. By doing deep interviewing method, the researcher found out the causes that affected the subject’s metacognition. The subject of research was the college students as teacher candidate in Mathematic Department in Faculty of Teacher Training and Education Nommensen University that had reflective and impulsive cognitive style. To determine reflective and impulsive cognitive style, it used Matching Familiar Figure Test. The problem in this research was consisted of two, namely formal and contextual mathematic problem. The valid data has been analyzed by referring how the subject metacognition process in solving the problem. The result showed that the subject metacognition process with reflective cognitive style is different with impulsive cognitive style, even in formal or contextual mathematic problem. Keywords: metacognition, problem solving, cognitive style

Download Full-text

DEVELOPMENT OF STUDENTS' UNDERSTANDING OF EXPONENTIAL BASED ON COGNITIVE STYLE

JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS ◽

10.26740/jppms.v3n1.p10-20 ◽

2020 ◽

Vol 3 (1) ◽

pp. 10

Author(s):

Eka Novi Arisandi ◽

Yusuf Fuad

Keyword(s):

High School Students ◽

Cognitive Style ◽

Junior High School ◽

Cognitive Styles ◽

Junior High School Students ◽

Mathematical Ability ◽

School Students ◽

Familiar Figure ◽

Figure Test ◽

Level Of Understanding

Abstrak — Pemahaman adalah faktor penting dalam pembelajaran matematika. Salah satu teori tentang pemahaman adalah Teori Pirie-Kieren. Teori Pirie-Kieren menjelaskan tentang pertumbuhan pemahaman. Faktor internal yang mempengaruhi pemahaman siswa adalah gaya kognitif. Ada berbagai jenis gaya kognitif, salah satunya adalah gaya kognitif pemahaman konsep berbasis waktu, yaitu gaya kognitif Reflektif-Impulsif. Tujuan dari penelitian ini adalah untuk menggambarkan tingkat pemahaman siswa SMP tentang perpangkatan berdasarkan teori Pirie-Kieren dan gaya kognitif reflektif-impulsif. Penelitian ini menggunakan Matching Familiar Figure Test (MFFT), Tes Kemampuan Matematika (TKM) dan Tes Pemahaman Materi Perpangkatan (TPMP) dan juga pedoman wawancara untuk menggambarkan tingkat pemahaman siswa tentang Perpangkatan berdasarkan teori Pirie-Kieren. Subjek penelitian adalah siswa kelas dua. Berdasarkan hasil pemberian TPMP diperoleh 7 siswa dengan gaya kognitif reflektif dan 10 siswa dengan gaya kognitif impulsif. Berdasarkan hasil pemberian TKM, dari 7 siswa dengan gaya kognitif reflektif diperoleh 4 siswa dengan kemampuan matematika tinggi dan 2 siswa dengan kemampuan matematika rendah. Pada gaya kognitif impulsif, 10 siswa memperoleh 3 siswa dengan kemampuan matematika tinggi, seorang siswa dengan kemampuan matematika sedang dan 6 siswa dengan kemampuan matematika rendah. Selanjutnya, dengan mempertimbangkan nilai hasil TPMP dan kesukarelaan siswa, dipilih 4 subjek penelitian dengan kemampuan matematika tinggi, ada 2 subjek dengan gaya kognitif reflektif dan 2 subjek dengan gaya kognitif impulsif. Hasil penelitian menunjukkan bahwa tingkat pemahaman siswa SMP tentang perpangkatan berdasarkan teori Pirie-Kieren dan gaya kognitif reflektifimpulsif adalah, (1) siswa dengan gaya kognitif reflektif dapat mencapai tingkat observing padalevel pemahaman oleh Teori Pirie-Kieren dan (2) siswa dengan gaya kognitif impulsif juga mencapai level observing pada level pemahaman oleh Teori Pirie-Kieren.Kata kunci: Pemahaman, Perpangkatan, Teori Pirie-Kirien, Reflektif-Impulsif Abstract — Understanding is an important factor in mathematics teaching learning. One of theories about understanding is Pirie-Kieren’s Theory. Pirie-Kieren's theories explain about growth of understanding. Internal factors that influence students' understanding include cognitive style. There are various types of cognitive styles, one of which is a time-based cognitive style of concept understanding, namely the Reflective-Impulsive cognitive style. The purpose of this study is to describe the level of junior high school students' understanding of the exponential based on of Pirie-Kieren's theory and reflective-impulsive cognitive style. This research used Matching Familiar Figure Test (MFFT), Mathematics Ability Test (TKM) and Departure Material Understanding Test (TPMP) and also interview guidelines to describe the level of students' understanding of exponential based on Pirie-Kieren's theory. The subjects of the study were students in second grade. Based on the results of giving TPMP obtained 7 students with reflective cognitive style and 10 students with impulsive cognitive style. Based on the results of giving TKM, from 7 students with reflective cognitive styles obtained 4 students with high mathematical abilities and 2 students with low mathematical abilities. In impulsive cognitive style, 10 students obtained 3 students with high mathematical ability, a student with moderate mathematical ability and 6 students with low mathematical ability. Furthermore, taking into account the value of the results of TPMP and students' willingness to choose 4 subjects with high mathematical ability, there are 2 subjects with reflective cognitive style and 2 subjects with impulsive cognitive style. The results showed that the level of junior high school students' understanding of the material in terms of Pirie-Kieren's theory and reflective-impulsive cognitive style were, (1) students with reflective cognitive style could reach the observing level at the level of understanding of Pirie-Kieren's theory and (2) students with impulsive cognitive style can reach the level of observing at the level of understanding of the Pirie-Kieren theory.Keywords: Understanding, Exponential, Pirie-Kieren’s Theory, Reflective-Impulsive.

Download Full-text

Profil Pemecahan Masalah Aljabar Berpandu Pada Taksonomi SOLO Ditinjau Dari Gaya Kognitif Konseptual Tempo Siswa SMA Negeri 1 Makale Tana Toraja [A Profile of Guided Algebra Problem Solving Using the SOLO Taxonomy and the Cognitive Conceptual Tempo Style of Students at the SMA Negeri 1 School In Makale, Tana Toraja]

Polyglot Jurnal Ilmiah ◽

10.19166/pji.v13i2.336 ◽

2017 ◽

Vol 13 (2) ◽

pp. 47

Author(s):

Oce Datu Appulembang

Keyword(s):

Problem Solving ◽

Linear Equation ◽

Cognitive Style ◽

Learning Outcomes ◽

Cognitive Test ◽

Solo Taxonomy ◽

Familiar Figure ◽

Abstract Level ◽

Figure Test ◽

Main Instrument

The objective of this research was to discover the process used in solving a superitem test which consisted of 4 stages according to the SOLO (Structure of Learning Outcomes) Taxonomy, namely unistuctural, multistructural, relational, and extended abstract, and reviewed using the cognitive impulsive and reflective style. The research was qualitative research. The main instrument of the research was the researcher himself guided by a superitem test, an impulsive-reflective cognitive test namely MFFT (Matching Familiar Figure Test), and a valid interview guideline. The subject of this research was the students of class X1 at SMA Negeri 1 Makale Tana Toraja consisting of four students in which 2 subjects were with cognitive impulsive style and 2 subjects with cognitive reflective style. The data was collected by giving a superitem test which was verified with an interview. The results of the research show that: (a) the first subject’s impulsive and reflective style showed the tendency of problem solving at an abstract level which was expanded in the question of one variable linear equation and in the question of two variable linear equation, (b) the second subject’s impulsive cognitive style in two variable linear equation problem solving showed the tendency of unistuctural and relational thinking only, (c) the second subject’s cognitive reflective style showed the tendency of problem solving in relational level, (d) the subject’s impulsive and reflective cognitive style showed the tendency of the same problem solving in the level unistructural, multistructural, relational, and abstract in the question of one variable linear equation, and different in the abstract level in the question of two variable linear equation.BAHASA INDONESIA ABSTRAK: Tujuan penelitian ini adalah untuk mengetahui profil pemecahan masalah dengan melihat dan mengungkap proses berpikir siswa dalam menyelesaikan tes superitem yang terdiri atas 4 tingkatan menurut Taksonomi SOLO (Structure of Observed Learning Outcomes), yaitu: unistruktural, multistruktural, relasional, dan abstrak yang diperluas ditinjau dari gaya kognitif impulsif dan reflektif. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Instrumen utama dalam penelitian ini adalah peneliti sendiri yang dipandu oleh tes superitem, tes gaya kognitif impulsif-reflektif, yaitu: MFFT (Matching Familiar Figure Test), dan pedoman wawancara yang valid. Subjek penelitian ini adalah siswa kelas X1 SMA Negeri 1 Makale Tana Toraja yang terdiri dari 4 subjek yang mana 2 subjek gaya kognitif impulsif dan 2 subjek gaya kognitif reflektif. Pengumpulan data dilakukan dengan pemberian tes superitem dan verifikasi dengan wawancara. Hasil penelitian ini adalah (a) Subjek pertama gaya kognitif impulsif (GKI) maupun reflektif (GKR) menunjukkan kecenderungan pemecahan masalah pada tingkat abstrak yang diperluas pada soal persamaan linear satu variabel dan soal persamaan linear dua variabel, (b) Subjek kedua gaya kognitif impulsif pada pemecahan masalah persamaan linear dua variabel menunjukkan kecenderungan berpikir unistruktural dan relasional saja, (c) Subjek kedua gaya kognitif reflektif (GKR) menunjukkan kecenderungan pemecahan masalah pada tingkat relasional, (d) Subjek gaya kognitif impulsif maupun reflektif menunjukkan kecenderungan pemecahan masalah yang sama pada tingkat unistruktural, multistruktural, relasional dan abstrak pada soal persamaan linear satu variabel, dan berbeda pada tingkat abstrak pada soal persamaan linear dua variabel.

Download Full-text

PROSES BERPIKIR KREATIF SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF

JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) ◽

10.29100/jp2m.v3i2.1768 ◽

2017 ◽

Vol 3 (2) ◽

pp. 118

Author(s):

Novita Eka Muliawati ◽

Ni’ma Faridhotul Istianah

Keyword(s):

Familiar Figure ◽

Figure Test

Tujuan dari penelitian ini adalah untuk mendeskripsikan proses berpikir kreatif siswa dalam memecahkan masalah matematika ditinjau dari gaya kognitif reflektif dan Impulsif kelas VIII C MTs Darul Falah Bendil Jati Kulon. Metode dalam penelitian ini adalah kualitatif yang menggunakan 2 subjek penelitian. Data dalam penelitian ini adalah Matching Familiar Figure Test (MFFT) yang sudah dimodifikasi oleh Warli (2010), tes berpikir kreatif, dan wawancara. Analisis tes berpikir kreatif mengacu pada tiga indikator, yaitu kefasihan, fleksibilitas, dan kebaruan serta penilaian berpikir kreatif. Hasil penelitian menunjukkan bahwa (1) siswa reflektif dikategorikan sangat kreatif karena mampu memahami masalah, menggunakan strategi yang jelas dan membuat gambar dengan tepat, menunjukkan kemampuan berpikir kreatif (kefasihan, fleksibilitas, kebaruan), serta membuat kesimpulan dan memeriksa kembali jawabannya, (2) siswa impulsif dikategorikan tidak kreatif karena tidak menunjukkan langkah pemecahan masalah yang tepat dan tidak menyelesaikan tugas penyelesaian masalah atau memberikan jawaban salah.

Download Full-text

Can cognitive structure outcomes reveal cognitive styles? A study on the relationship between cognitive styles and cognitive structure outcomes on the subject of chemical kinetics

Chemistry Education Research and Practice ◽

10.1039/c8rp00018b ◽

2018 ◽

Vol 19 (3) ◽

pp. 746-754

Author(s):

Elif Atabek-Yigit

Keyword(s):

Cognitive Style ◽

Chemical Kinetics ◽

Cognitive Styles ◽

Cognitive Structure ◽

Field Dependency ◽

Field Independent ◽

Figure Test ◽

Flow Map ◽

The Given ◽

The Relationship

Determination of the relationship between individuals’ cognitive styles and cognitive structure outcomes was the main aim of this study. Sixty-six participants were enrolled in the study and their cognitive styles were determined by using the Hidden Figure Test (for their field dependent/independent dimension of cognitive style) and the Convergent/Divergent Test (for their convergence/divergence dimension of cognitive style). An open-ended questionnaire was formed in order to determine participants’ cognitive structure outcomes. The study topic was chosen as chemical kinetics since it is one of the most difficult topics in chemistry according to many students and also there is limited study in the literature on this topic. Key concepts about chemical kinetics were selected and given to the participants and they were asked to write a text by using the given concepts. A flow map technique was used to reveal participants’ cognitive structure outcomes. According to the findings of this study, it can be said that field independent participants tended to be divergent thinkers while field dependents tended to be convergent thinkers. Also, strong positive relationships between participants’ field dependency/independency and some cognitive structure outcomes (extent and richness) were found. That is, field independents tended to have more extended and richer cognitive structure outcomes. However, the convergence/divergence dimension of cognitive style did not show any correlation with cognitive structure outcomes.

Download Full-text

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

Kreano Jurnal Matematika Kreatif-Inovatif ◽

10.15294/kreano.v7i2.6437 ◽

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.

Download Full-text

Analysis of Mathematics Literation Capability in Cube and Beam Materials on Mts Students Reviewed from Dependent and Independent Field Kognitiffield Style

KnE Social Sciences ◽

10.18502/kss.v3i18.4742 ◽

2019 ◽

Author(s):

YL Sukestiyarno and Mellawaty .

Keyword(s):

Qualitative Research ◽

Cognitive Style ◽

Cognitive Styles ◽

Literacy Skills ◽

Mathematical Literacy ◽

Independent Field ◽

Field Independent ◽

Field Dependent ◽

Class Viii ◽

The Right

This research is a descriptive qualitative research which aims to describe the mathematical literacy skills of the material of cubes and beams of class VIII A students at MTsN 2 Indramayu that it be seen in terms of cognitive styles of dependent ﬁelds and independent ﬁelds. Data will be whereas to describe the ability of mathematical literacy using observation; interview test; documentation. Data from this study were analyzed using Miles and Huberman (2007) data analysis which consisted of data reduction,datapresentation,andconclusiondrawing.Theresultsofthisstudyindicate that students in the Field Dependent cognitive style use the concept and the steps of the test work are still not appropriate. While students in Field Independent cognitive style use the right concepts and work steps. The advice given is that the teacher should provide balanced proportions in giving individual and group assignments to students (more conical).

Download Full-text