Abstract
This study aims to describe the ability of students to develop mathematical literacy by reviewing their cognitive styles. The type of research used in this study is research with a descriptive qualitative approach. The research subjects were taken from 27 students of SMK class XI TKJ in one of the schools located in Bogor District, Nganjuk Regency. The instruments used in this study were GEFT (Group Embedded Figure Test) to determine the cognitive style ability of students who would be divided into field-dependent and field-independent cognitive style groups, mathematical literacy tests, and interviews. Mathematical literacy test questions are prepared and adapted to everyday life problems. They are fully based on indicators of mathematical literacy skills that are adapted and aligned with the stages of problem-solving. The results showed that field-dependent subjects tended to formulate problems still using narrative sentences; subjects were also less able to determine their problem-solving because they still depended on the procedures that had been given and were only able to provide a brief interpretation of the final results of the solution. While field-independent subjects are able to formulate problems by using modeling, subjects are also able to determine and write down their problem-solving in an organized manner. They are able to show corrections to the final results of problem-solving.
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