Analysis of Critical Thinking Skills in Solving Mathematical Problems in Terms of Field Independent and Field Dependent Cognitive Styles

Abstract

This study aims to describe critical thinking skills in solving mathematical problems in terms of Field-Independent (FI) and Field-Dependent (FD) cognitive styles. This type of research is descriptive qualitative research. This research was conducted at a state Islamic senior high school in Bantul, Special Region of Yogyakarta, Indonesia. The results of the analysis showed that the Critical Thinking Level (TBK) was 0, namely students did not meet all Ennis indicators through the Polya problem-solving process, namely understanding the problem, planning ideas, implementing ideas, and re-examining. TBK 1, namely students who meet two or three of Ennis' indicators through the Polya problem-solving process: the ability to understand problems; able to plan ideas; unable to implement ideas; and unable to re-examine. The difference between FI and FD students in this category is that FI students tend to be more able to improvise than FD students. TBK 2, namely students who met four of Ennis' indicators through Polya's problem-solving process: The ability to understand problems, the ability to plan ideas, the ability to implement ideas, and unable to re-examine. The difference between FI and FD students in this category is that FI students tend to pass these indicators better than FD students. While TBK 3, namely students who meet all Ennis indicators through the Polya problem-solving process. The difference in solving problems is that FI students can use their language while FD students do not. The conclusion is that students’ thinking levels differ according to their cognitive styles.