Abstract
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.
Highlights
Mathematics learning is given at all levels of education so that students can think to logical, critical, analytical, accurate and rigorous, responsible, responsive and never give up problem-solving
The achievement of standards according to this Minister of Education and Culture Regulation is certainly not easy because there are many cases of students' learning disabilities in mathematics such as basic operations of a decimal fraction, measurement skills, fraction terminology, multiplication, and integer fractions (McLeod & Amstrong, 1982)
Based on the description above, the aim of this study is to describe the deaf-mute student' cognitive style in learning mathematics
Summary
Mathematics learning is given at all levels of education so that students can think to logical, critical, analytical, accurate and rigorous, responsible, responsive and never give up problem-solving. This is stated in the Minister of Education and Culture Regulation Number 21 of 2016 related to the standard content of Primary and Secondary Education. The achievement of standards according to this Minister of Education and Culture Regulation is certainly not easy because there are many cases of students' learning disabilities in mathematics such as basic operations of a decimal fraction, measurement skills, fraction terminology, multiplication, and integer fractions (McLeod & Amstrong, 1982)
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