scholarly journals Semiotic analysis of formal operational students with field dependent and field independent cognitive style in linear programming problem solving

2021 ◽  
Vol 7 (2) ◽  
pp. 144-158
Author(s):  
Karmila Putri Setiawati ◽  
Agung Lukito ◽  
Siti Khabibah
Keyword(s):  
Linear Programming ◽  
Problem Solving ◽  
Cognitive Style ◽  
Programming Problem ◽  
Linear Programming Problem ◽  
Semiotic Analysis ◽  
Field Independent ◽  
Field Dependent

Tujuan penelitian ini adalah untuk mendeskripsikan semiotika siswa operasional formal dengan gaya kognitif berbeda dalam pemecahan masalah pemrograman linear. Subjek penelitian ini adalah satu siswa bergaya kognitif field-dependent (SFD) dan satu siswa bergaya kognitif field-independent (SFI). Data penelitian ini dikumpulkan melalui pemberian tugas pemecahan masalah pemrograman linear dan wawancara semi-terstruktur berbasis tugas. Proses analisis jawaban siswa dalam pemecahan masalah pemrograman linear berdasarkan indikator semiotika yang meliputi simbol, kode, dan makna serta tahapan pemecahan masalah Polya. Hasil analisis data menunjukkan bahwa semiotika yang dilakukan kedua siswa operasional formal dengan gaya kognitif berbeda ini dalam memecahkan masalah pemrograman linear belum menciptakan informasi yang bermakna karena pada penggunaan simbol, pembuatan kode, dan pembuatan makna tidak dilakukan secara lengkap.

scholarly journals PENGARUH PAKET PEMBELAJARAN PENDIDIKAN LINGKUNGAN HIDUP DAN GAYA KOGNITIF TERHADAP KEMAMPUAN MEMECAHKAN MASALAH LINGKUNGAN (Studi Eksperimen pada Jurusan Kimia, FMIPA Universitas Negeri Jakarta)

2017 ◽  
Vol 13 (1) ◽  
pp. 55-68
Author(s):  
Agung Purwanto
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Learning Environment ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Environmental Problems ◽  
Integrated Learning ◽  
Problem Solving Skills ◽  
Field Independent ◽  
Field Dependent

The objective of the research was aimed at finding out whether there is effect of the environmental education learning package and cognitive style on environmental problem solving skills. This research conducted was exsperiment methode. The target of population is the students at the Mathematics and Natural Sciences at the State University of Jakarta. Then accessible of population is Department of Chemistry and take it by randomly (n=40).The research came five conclusions are follow: the first, as a whole the ability of students problem-solving learning environment in an integrated package of environmental education is high than the monolithic environmental education learning package; the second, the ability of students problem-solving learning environment in field independent style cognitive is not high than the field dependent style cognitive; the third, interaction effect between learning and cognitive styles environmental education package; the fourth, the ability of students to solve environmental problems based on cognitive style of field dependent on an integrated learning package environmental education lower than on learning environmental education monolithic package, and the five, there is the ability of students to solve environmental problems based on field independent cognitive styles in an integrated learning package environmental education is high than on learning environmental education monolithic package.

Fuzzy Multi-objective Linear Programming Problem using DM's Perspective

2022 ◽  
Vol 14 (1) ◽  
pp. 0-0
Keyword(s):  
Linear Programming ◽  
Problem Solving ◽  
Programming Problem ◽  
Linear Programming Problem ◽  
Closed Interval ◽  
Programming Approach ◽  
Multi Objective ◽  
Mathematical Programming Approach ◽  
Interval Type

In this paper, a two-stage method has been proposed for solving Fuzzy Multi-objective Linear Programming Problem (FMOLPP) with Interval Type-2 Triangular Fuzzy Numbers (IT2TFNs) as its coefficients. In the first stage of problem solving, the imprecise nature of the problem has been handled. All technological coefficients given by IT2TFNs are first converted to a closed interval and then the objectives are made crisp by reducing a closed interval into a crisp number and constraints are made crisp by using the concept of acceptability index. The amount by which a specific constraint can be relaxed is decided by the decision maker and thus the problem reduces to a crisp multi-objective linear programming problem (MOLPP). In the second stage of problem solving, the multi-objective nature of the problem is handled by using fuzzy mathematical programming approach. In order to explain the methodology, two numerical examples of the proposed methodology in Production planning and Diet planning problems have also been worked out in this paper.

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 Analisis Kemampuan Pemecahan Masalah Matematika Siswa Berdasarkan Teori APOS (Action, Process, Object, Schema) Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent

2021 ◽  
Vol 1 (1) ◽  
pp. 51
Author(s):  
Mochamad Jazim ◽  
Dinawati Trapsilasiwi ◽  
Randi Pratama Murtikusuma ◽  
Arifiatun Arifiatun
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Mathematical Problem ◽  
Research Subjects ◽  
Ability Test ◽  
Process Stage ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Mathematical Problems

This study aims to describe and analyze students' mathematical problem solving abilities based on theory of APOS (Action, Peocess, Object, Schema) in terms of Field Dependent and Field Independent Cognitive Style. It is descriptive research with qualitative approach. The research subjects are 34 students in class XI MIPA 1 SMA Nurul Islam Jember, they are grouped on cognitive style, they are 24 students having field independent cognitive style and 10 students having field dependent cognitive style. The method of data collection use a GEFT (Group Embedded Figure Test), test of problem solving abilities, , and interviews. The results of the data analysis of the problem solving ability test and interviews showed that at the action stage, students with the independent field cognitive style (FI) tended to be able to explain the meaning and information on the questions even though they did not write down what they knew. Students with the field dependent cognitive style (FD) tend to be able to write down the information contained in the questions, but have difficulty explaining the meaning of the questions. At the process stage, FI and FD students are able to model and explain the stages well, but FD still has errors in the resulting mathematical model. At the object stage, FI students tend to work on questions freely, while FD students tend to work on questions in detail or are fixated on completely arranged steps, FD students also have difficulty in explaining back the results of their work. At the schema stage, FI and FD students tend to be able to explain how to use the information contained at the object stage to be used at the schema stage. In general, students with a field independent cognitive style in solving mathematical problems tend to be free or not fixated on complete and detailed steps, and have an analytical nature, so they are able to sort out the important information contained in the questions. Students with a field dependent cognitive style in solving math problems tend to be bound or fixated with steps that are arranged in a complete and detailed manner. Keywords: mathematics problem solving, APOS theory, cognitive style

scholarly journals PROFIL PEMECAHAN MASALAH MATEMATIKA MAHASISWA MENGGUNAKAN LANGKAH POLYA BERDASARKAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENT

2018 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Dewi Kristika Findia Ning Tyas
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Mathematical Problem ◽  
Descriptive Research ◽  
Planning Step ◽  
Field Independent ◽  
Field Dependent ◽  
Program Technique ◽  
The Subject ◽  
The Difference

Based on the experience of the researchers taught the subject of Economic Mathematics many students who have not been able to solve the problem solving. One alternative that can be used to solve the problem is by using Polya steps. When solving a mathematical problem, each student has a different way of thinking. The difference is possible because of differences in student cognitive style. The cognitive styles used in this research are Field Independent cognitive style and Field Dependent cognitive style. The material chosen in this research is the demand function, the Bid Function, the Savings Function and the Taxation Function. This research is a descriptive research with qualitative approach which aims to describe the problem solving ability of student mathematics using Polya steps in terms of cognitive style of FI and FD. Subjects in this research are students of VI semester of Mathematics Education Program. Technique of taking research subject is by purposive sample. The results showed that FI subject understood the problem well. In the planning step, the FI subject can analyze the information received. Subjects use previously learned information and solve problem-solving given to the problem as planned and check back on each question. The subject of FD can not receive information and understand the problems that exist in the problem and can not process information/do not understand the purpose of the problem. In the planning step, the subject of FD is unable to think how to solve the problem and is not accustomed to rechecking

scholarly journals Collaborative Problem-Solving Strategies and Cognitive Style: The Impact and Interaction on Students' Mathematical Reasoning Abilities

2021 ◽  
Vol 58 (2) ◽  
pp. 841-848
Author(s):  
Agus Setiawan Et al.
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Learning Strategies ◽  
Mathematical Reasoning ◽  
Cognitive Styles ◽  
Collaborative Problem Solving ◽  
Reasoning Abilities ◽  
Collaborative Problem ◽  
Field Independent ◽  
Field Dependent

This study aims at identifying the effect of collaborative problem solving (CPS) learning strategies on students' mathematical reasoning abilities with different cognitive styles, namely field-dependent (FD) and field-independent (FD). This study is a quasi-experimental study with a 2x2 factorial design. A total of 103 students of SMPN 3 Mesuji, Indonesia as research subjects. Mathematical reasoning ability data were obtained from essay tests and cognitive style data were obtained from the GEFT test. Data analysis used two-way analysis of variance (ANOVA) test. The results of this study are: 1) there were significant differences in mathematical reasoning abilities between students who received collaborative problem solving and direct instruction learning strategies, 2) there were significant differences in mathematical reasoning abilities between students who had field dependent and field independent cognitive styles, 3) there was no significant interaction between different learning strategies (collaborative problem solving and direct instruction) and cognitive styles (field dependent and field independent) on mathematical reasoning abilities.

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):  
Problem Solving ◽  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Research Subject ◽  
Field Independent ◽  
Field Dependent ◽  
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 EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINKING ALOUD PAIRS PROBLEM SOLVING (TAPPS) DAN TWO STAY TWO STRAY (TSTS) DITINJAU DARI GAYA KOGNITIF SISWA

JURNAL IQRA ◽  
2017 ◽  
Vol 2 (1) ◽  
pp. 25
Author(s):  
Tyas Kusumaningtyas
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Cognitive Style ◽  
Mathematics Learning ◽  
Learning Model ◽  
Thinking Aloud ◽  
Learning Achievement ◽  
Field Independent ◽  
Field Dependent ◽  
Better Than

This study aims to determine: (1) Which has the mathematics learning achievement better, a model of cooperative Thinking Aloud Pairs Problem Solving (Tapps), cooperative Two Stay Two Stray (TSTS) or direct instruction, (2) Which has the achievement better mathematics learning, students who have the cognitive style field independent (FI) or students who have the cognitive style field dependent (FD), (3) in each cognitive style, which one has the mathematics learning achievement better, a model of cooperative Thinking Aloud Pairs Problem Solving (Tapps), cooperative Two Stay Two Stray (TSTS) or direct learning, (4) on each of the learning model, which one has the achievement of better mathematics learning, students who have the cognitive style field independent (FI) or students who have the cognitive style of field dependent (FD. This study is a quasi-experimental research. The populations in this study were all students of class VII SMP N 5 Metro 2015/2016 school year. The sampling technique was conducted by stratified cluster random sampling. The balance test performed using one way analysis of variance with different cells before carrying out a study of three groups of population. The data analysis technique used to test the hypothesis is two-way ANOVA with different cell with a 3x2 factorial design. Lilliefors prerequisite test method to test for normality and Bartlett methods for homogeneity. From the analysis concluded: (1) cooperative learning model Thinking Aloud Pairs Problem Solving (Tapps) generates mathematics learning achievement better than cooperative learning model Two Stay Two Stray (TSTS), cooperative learning model Thinking Aloud Pairs Problem Solving (Tapps ) generates mathematics learning achievement better than learning direct, cooperative learning model Two Stay Two Stray (TSTS) generates mathematics learning achievement better than learning Direct, (2) students with cognitive style Field Independent (FI) had mathematics learning achievement better than students with cognitive style Field Dependent (FD), (3) the individual cognitive style, cooperative learning model Thinking Aloud Pairs Problem Solving (Tapps) generates mathematics learning achievement better than cooperative learning model Two Stay Two Stray (TSTS ), cooperative learning model Thinking Aloud Pairs Problem Solving (Tapps) generates mathematics learning achievement better than learning direct, cooperative learning model Two Stay Two Stray (TSTS) generates mathematics learning achievement better than learning Direct (4) on each model of learning, mathematics achievement of students with cognitive style Field Independent (FI) have better mathematics learning achievement than students with cognitive style Field Dependent (FD). Keywords: Tapps, TSTS, Direct learning, Learning Achievement, Cognitive Style.

Sign in / Sign up

Export Citation Format

Share Document