CHARACTERISTICS OF SOLUTION OF OPEN ENDED PROBLEMS REVIEWED FROM STUDENT COGNITIVE STYLES

2019 ◽  
Vol 1 (1) ◽  
pp. 48-54
Author(s):  
Rizky Alimuddin
Keyword(s):  
Problem Solving ◽  
Cognitive Styles ◽  
Research Subject ◽  
Field Independent ◽  
Field Dependent ◽  
Data Validity ◽  
Figure Test ◽  
Draw Conclusion ◽  
Problem Solving Strategy ◽  
Solving Strategy

The study aims at examining the characteristics of open ended problem solving based on student cognitive styles, namely field independent and field dependent. The study was descriptive qualitative started by determining research subject using group embedded figure test (GEFT) to group students based on their cognitive and the result of GEFT, the reasearcher choose 6 subjects from 19 students of drade IX at SMPN 1 Ma�rang consisted of three subjects of field independent and three of field dependent. Afterwards, the researcher gave open ended problem solving test on algebra and geometry mate rials, and conducted interview. Data validity of the study employed triangulation technique. The results of the study reveal tha the steps and strategy of open ended problem solving of field independent subject and field dependent subject: (1) in the steps of open ended problem solving, field independent subjects overall were able to understand the problem, plan the solution, and conduct the plan up to recheck it. One of field independent subject even was able to draw conclusion form one of the problems given which was the algebra 2 problem. In contrast, the field dependent subjects overall had steps of open ended problem solving that only able to understand and recheck it, (2) in problem solving strategy, there was no difference between field independent subjects and field dependent subjects. The field independent subjects used open ended problem solving strategy by thinking backward, thinking inductively, and thinking forward. Similarly, the field dependent subjects also used open ended problem solving by thinking backward, thinking inductively, and thinking forward

scholarly journals Mathematical communication skills based on cognitive styles and gender

2020 ◽  
Vol 9 (4) ◽  
pp. 847
Author(s):  
Kamid Kamid ◽  
M. Rusdi ◽  
Olva Fitaloka ◽  
Fibrika Rahmat Basuki ◽  
Khairul Anwar
Keyword(s):  
Communication Skills ◽  
Cognitive Styles ◽  
Female Students ◽  
Mathematical Communication ◽  
Field Independent ◽  
Field Dependent ◽  
And Gender ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
The Mathematical Model

This research aimed to determine the differences of mathematical communication skills based on cognitive styles and gender. This research was a mixed-method with sequential explanatory design. The population was grade XI students at Senior High School in Jambi City consisting of 53 male and 72 female students. The study used a total sampling. The key informant consisted of four field independent and four field dependent. The instruments were used cognitive style test, mathematical communication test, and interviews. The differences of mathematical communication skills were analyzed using Mann-Whitney U-Test. Qualitative data were analyze descriptively using Miles and Huberman model. The results of this study showed that there was a significant difference of Field Independent (FI) and Field Dependent (FD) students in mathematical communication skills. FI can explain the information on the question well, using the mathematical model appropriately, explaining the problem-solving strategy very clear and structured, and being able to evaluate clearly and accurately. FD able to describing the information on the matter, but less complete, using the mathematical model appropriately, explaining the problem-solving strategy, but less complete, and being able to evaluate it quite clearly. The mathematical communication skills of male and female students were not significant differences. Male students are able to explain the strategy and the steps of solving the problem quite clearly, but less structured. Female students are able to explain the strategy and steps to resolve the problem clearly and structured.

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 Peer Correction On Writing Quality Of College Students Having Different Cognitive Styles

INFERENSI ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 259-282
Author(s):  
Sri Wahyuni
Keyword(s):  
College Students ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Writing Quality ◽  
Field Independent ◽  
Field Dependent ◽  
Before And After ◽  
Figure Test ◽  
Writing Tests

Correction in writing process is beneficial to improve students’ writing quality. However, different kinds of correction may affect students’ writing quality differently. Furthermore, depending on their cognitive style, students may receive correction differently. This research aims at investigating the effect of peer correction on writing quality of college students’ having different cognitive styles. Two groups of students participated in this study. In the treatment, one group conducted peer correction, and the other group conducted self correction on their writings. To collect the data on students’ cognitive styles, Group Embedded Figure Test (GEFT) was used. To collect the data on students’ writing quality before and after the treatment, writing tests were used. To test the hypotheses, an analysis of covariate (ANCOVA) was used. The results shows that both types of corrections, peer and self corrections, and students’ cognitive styles, field dependent and field independent, significantly affects the students’ writing quality. However, it seems to be no significant interaction between types of corrections and students’ cognitive styles. The types of correction and cognitive styles do not affect students’ writing quality at the same time. 

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.

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 Do students with different cognitive styles have similar levels of statistical thinking?

2021 ◽  
Vol 14 (1) ◽  
pp. 15-33
Author(s):  
Siti Lailiyah ◽  
Nuriyatul Muslimah ◽  
Sutini Sutini
Keyword(s):  
Cognitive Styles ◽  
Ninth Graders ◽  
Data Display ◽  
Statistical Thinking ◽  
Quantitative Level ◽  
Mathematics Ability ◽  
Field Independent ◽  
Field Dependent ◽  
Mathematical Problems ◽  
Figure Test

[English]: This study aims to examine and compare students’ level of statistical thinking with different cognitive styles (Field-dependent, FD and Field-independent, FI) in solving mathematical problems. It is descriptive qualitative research involving 31 ninth-graders given the Group Embedded Figure Test (GEFT) to determine their cognitive styles. From the results of GEFT, four students with two cognitive styles and high mathematics ability were selected as participants. A test and interviews were administered for data collection. The test was analyzed based on the level of statistical thinking indicators, and the interview results were used to confirm and explore the students' statistical thinking. The results of data analysis revealed that in representing data, both FI and FD students are at transitional level. In other stages of statistical thinking: describing data display, organizing and reducing data, analyzing and interpreting data, FD students reach a quantitative level meanwhile FI students are at an analytical level. Indeed, students with FI cognitive style have a higher level of statistical thinking than FD students. This finding shows that characteristics of students with FI, for example, being more analytic, support the achievement of better levels of statistical thinking. [Bahasa]: Penelitian ini bertujuan untuk mengidentifikasi dan membandingkan level berpikir statistik siswa dengan gaya kognitif berbeda (Field-dependent, FD dan Field-independent, FI) dalam memecahkan masalah matematika. Penelitian ini merupakan penelitian kualitatif deskriptif yang melibatkan 31 siswa kelas 9. Siswa tersebut diberikan Group Embedded Figure Test (GEFT) untuk menentukan gaya kognitif. Selanjutnya, dipilih 4 siswa pada kedua gaya kognitif dengan kemampuan matematika tinggi. Data dikumpulkan melalui tes dan wawancara. Hasil tes dianalisis berdasarkan indikator level berpikir statistik dan hasil wawancara dianalisis untuk mengonfirmasi dan menggali lebih dalam berpikir statistik siswa. Hasil analisis data menunjukkan bahwa dalam menyajikan data, siswa FD dan FI berada pada level transisional. Pada tiga tahap berpikir statistik lain; menjelaskan sajian data, mengatur dan mengurangi data, menganalisis dan menerjemahkan data, siswa FD berada pada level kuantitatif sedangkan siswa FI berada pada level analitik. Dalam hal ini, siswa dengan gaya kognitif FI memiliki level berpikir statistik yang lebih tinggi dibandingkan dengan siswa FD. Hasil penelitian ini menunjukkan bahwa karakteristik siswa dengan gaya kognitif FI, misalnya cenderung lebih analitis dibandingkan FD, mendukung capaian level berpikir statistik yang lebih baik.

scholarly journals THE POSITION OF STUDENTS' ERRORS IN ALGEBRAIC PROBLEM-SOLVING BASED ON FIELD DEPENDENT AND INDEPENDENT

2021 ◽  
Vol 6 (1) ◽  
pp. 57-70
Author(s):  
Aloisius Loka Son ◽  
Darhim ◽  
Siti Fatimah
Keyword(s):  
Problem Solving ◽  
Strong Relationship ◽  
Algebraic Problem ◽  
Field Independent ◽  
Study Results ◽  
Field Dependent ◽  
Figure Test ◽  
Academic Year ◽  
Better Than

There is a strong relationship between field-dependent (FD), field-independent (FI) cognitive styles, and problem-solving performance. FD students are more oriented towards the outside world, while FI students rely more on their knowledge and experience. The present study aimed to reveal the position of the FI and FD student's errors in algebraic problem-solving. The subjects of this study were 27 students of class VII in one of the Junior High Schools in Kefamenanu, Indonesia, Academic Year 2018/2019. Data collection involved tests of algebraic problem-solving ability, interviews, and Group Embedded Figure Test. The case study results showed that the algebraic problem-solving abilities of FI students were better than FD students. The scores of algebraic problem-solving abilities of FI students were dominant in the medium and high categories. In contrast, the FD students were dominant in the medium and low categories. Also, FI students predominantly committed procedural errors. Whereas, most FD students made errors on all types of errors, specifically factual, conceptual, and procedural errors. Thus, it is recommended that FI and FD students' algebraic problem-solving ability become the focus of attention and importance to characterize them as a basis for further research.

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.

Pengaruh Penerapan Strategi Pemecahan Masalah dalam Pembelajaran Kooperatif Pendekatan Struktural Think Pair Share (TPS) Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 14 Pekanbaru

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Atma Murni ◽  
Rini Dian Anggraini ◽  
Sakur
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Research Design ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Structural Approach ◽  
Comparison Research ◽  
And Mathematics ◽  
Problem Solving Strategy ◽  
Solving Strategy

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan Strategi Pemecahan Masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru. Penelitian ini menggunakan desain penelitian pra eksperimental menggunakan desain penelitian perbandingan kelompok statis. Instrumen pengumpulan data meliputi tes keterampilan mahematika awal dan tes hasil belajar matematika. Data dianalisis menggunakan uji t. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh strategi pemecahan masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru.   The aim of this study was to know the influence of Problem Solving Strategy implementation in cooperative learning of structural approach Think Pair Share (TPS) to mathematics learning outcome of VIII class students of SMP Negeri 14 Pekanbaru. This study use pre experimental research design using The static group comparison research design. The instruments of  data collection include early mahematics skills test and mathematics learning outcome test. Data were analyzed using t test. The result of this study showed that there is influence of problem solving strategy in cooperative learning of structural approach Think Pair Share (TPS)  to mathematics learning outcome  of  VIII class students of SMP Negeri 14 Pekanbaru

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