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Abstract
The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students’ mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems.
Highlights
Abstrak Penelitian ini bertujuan untuk menganalisis efek interaksi model pembelajaran dan gaya kognitif field dependent (FD)-field independent (FI) terhadap kemampuan pemecahan masalah matematika (KPMM) siswa, serta perbedaan KPMM siswa berdasarkan model pembelajaran dan gaya kognitif
There is no significant difference in mathematical problem-solving ability (MPSA) students who study through the CORE Realistic Mathematics Education (RME) model and the Conventional model, as well as MPSA students who study through the CORE model and the Conventional model
Whereas when viewed from the FI's cognitive style, there was no significant difference in MPSA between FI students who study through the CORE RME model, the CORE model, and the Conventional model
Summary
Abstrak Penelitian ini bertujuan untuk menganalisis efek interaksi model pembelajaran dan gaya kognitif field dependent (FD)-field independent (FI) terhadap kemampuan pemecahan masalah matematika (KPMM) siswa, serta perbedaan KPMM siswa berdasarkan model pembelajaran dan gaya kognitif. Temuan dari tes KPMM adalah terdapat efek interaksi model pembelajaran dan gaya kognitif terhadap KPMM siswa, serta adanya perbedaan secara signifikan KPMM siswa yang belajar melalui model CORE PMR, model CORE, dan model Konvensional. Difficulties in solving mathematical problems are experienced by seventh-grade students of Junior High School in North Central Timor Regency, located in the border areas between the Republic of Indonesia and the Democratic Republic of Timor Leste. This is proven through the results of research by Son, Darhim, and Fatimah (2019) about errors made in solving algebraic problems based on Polya's and Newman's theory.
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