Cognitive Style Field Research Articles

Collaborative Problem-Solving Strategies and Cognitive Style: The Impact and Interaction on Students' Mathematical Reasoning Abilities

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.

Profile of Metacognition Skill of Students with Dependent Field Cognitive Style in Solving HOT Problems in Science

Metacognition is a skill that focuses on monitoring activities and self-responsibility, so students are able to organize themselves in planning, monitoring and reflecting on their learning activities. The purpose of this study is to describe the metacognition skills of VIII grade students of SMPN 3 Sidoarjo in solving HOT problems. The research subject was a student who had a dependent field cognitive style. This research is a type of qualitative research. The data was in the form of HOT test results, interview transcripts and observation results. The data is described, analyzed and tested for validity using triangulation techniques. The result of this study showed that the student who had dependent field cognitive style master the metacognition indicators of planning, monitoring and reflection in solving the C4 and C5 HOTs problems. Meanwhile, in the case of HOTS C6, subject mastered the indicators of planning and monitoring.

Development of multiple representation based mechanics lectures using dependent and independent field (MR-FD & FI)

This study aims to develop mechanics lectures based on multiple representations using field dependent and field independent cognitive styles (MR-FD & FI), in understanding the mastery of the concept of mechanics. In the context of physics learning based on multiple representations is to combine two or more representations as a form of learning development that is used to understand and convey physics concepts. Cognitive style can be divided into two, namely: dependent field cognitive style (FD) and independent field cognitive style (FI). The third semester student research subjects numbered 21 students from a university in Jakarta Indonesia. The first instrument used consisted of modules containing MR-based content consisting of 4 mechanical contents namely; gravity and central force (GGS), particle system dynamics (DSP), rigid body rotation (RBT) and rigid body rotation in three dimensions (RBT3D) that must be filled. The second instrument is a student worksheet (LKM) in which there are questions in accordance with the indicators and objectives of MR-based lectures undertaken by students. Descriptive quantitative and qualitative research methods were carried out to get a clear picture of the implementation of MR using the cognitive styles of FD and FI. The results showed that most students have a field dependent thinking style (FD) seen in the post-test results on GGS material 61.90%, RBT 61.90%, DSP 57.14% and RBT3D 57.14%. For independent field thinking (FI), the results of post-test results were 42.86% DSP, RBT 38.10%, RBT3D 38.10% and GGS 33.33%. It is concluded that students’ thinking styles can change from thinking styles that were initially field dependent (FD) can change to field independent (FI). This can occur due to various factors, including; 1) Health conditions, classrooms and students focus; 2) The level of difficulty and ease of conceptualization of the material being studied; 3) Basic math and physical abilities. Limitations in this study involve only subjects from small classes from one university, so the results are not strong enough to represent the overall situation, this could be a way to conduct further research with more students and various subjects. This study is the first to map the understanding of the concept of mechanics based on multiple representations using the cognitive style of FD and FI, the results of the study find new discoveries, where all students have a cognitive style of either FD or FI.

Profile of student’s quantitative reasoning in solving problems based on the cognitive style field independent and field dependent

Penelitian ini merupakan penelitian kualitatif, yang bertujuan untuk mendeskripsikan penalaran kuantitatif siswa dalam memecahkan masalah ditinjau dari gaya kognitif Field Independent dan Field Dependent. Dua siswa MTs Maarif Sukorejo dipilih menjadi subjek penelitian berdasarkan kemampuan matematika yang tinggi dari hasil tes kemampuan matematika serta mewakili gaya kognitif Field Independent dan Field Dependent dari hasil group embedded figure test. Siswa yang terpilih diminta untuk memecahkan masalah matematika dan diwawancarai. Secara umum hasil penelitian menunjukkan bahwa terdapat perbedaan penalaran kuantitatif antara siswa Field Independent dan Field Dependent. Siswa Field Independent dapat menyajikan seluruh informasi ada dalam soal, sedangkan siswa Field Dependent dapat menyajikan sebagian informasi pada soal dan tidak menyajikan beberapa informasi yang lain. Siswa Field Independent dapat menunjukkan keterbatasan berupa persamaan yang hanya bisa digunakan untuk menyelesaikan soal yang diberikan atau soal yang sama persis dengan soal yang diberikan, akan tetapi siswa Field Dependent tidak dapat menunjukkan keterbatasan metode matematisnya. Dengan mengetahui penalaran kuantitatif dan gaya kognitif siswa yang berbeda diharapkan guru dapat memberikan pembelajaran yang sesuai sehingga pembelajaran yang diberikan lebih optimal.

Intuition Characteristics of Student in Mathematical Problem Solving in Cognitive Style

This study aims to describe the student's intuition characteristics in solving mathematical problems in the cognitive style Field Dependent (FD) and Field Independent (FI). Source of data comes from students taken with a purposive technique. Data collection techniques using tests, field notes, and interviews. The data validity inspection technique used triangulate technique. Data analysis techniques used data reduction, data display, and conclusion drawing. Based on the results of the study concluded that: students with a Field Dependent (FD) cognitive style used intuition with direct, self-evident, extrampolativeness, intrinsic certainly, coerciveness, and conclusive characteristics. While students with Field Independent (FI) cognitive style use intuition with direct, extrampolativeness, self-evident, intrinsic certainly, coerciveness, and conclusive characteristics. In addition, there are also characteristics that are not found in Field Dependent students, there are globality and one of the anticipatory intuition characteristics (trying hard to solve problems).

Problem solving and cognitive style: An error analysis

Problem-solving and cognitive style are two things that are important to note, but the reality is rarely considered especially cognitive style. Student cognitive style can influence problem-solving abilities. This study aims to investigate student errors based on Newman in problem solving, in terms of independent and dependent field cognitive style. The study was conducted on junior high school students in Indonesia, the method used is exploratory involving 2 Subject. Subjects are taken from independent and dependent field style cognitive groups. Stages of problem-solving according to Polya’s includes: understanding the problem, devising a plan, carrying out the plan, and look back. Errors according to Newman include errors in reading, comprehension, transformation, process skills and encoding. Data were collected using the Group Embedded Figure Test (GEFT) and problem-solving test. The conclusion shows that subject with field dependent cognitive style with the initials SFD tend to make errors at the transformation stage in making models, process skills in manipulating algebra and calculation processes, and conclusions for making errors in the previous stage. Whereas subject with independent field cognitive style with the initials SFI tend to make errors at the process skill stage in manipulating algebra and calculation processes.

STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON TEACHING MODELS INTERVENTION AND COGNITIVE STYLE

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.

An analysis of students’ written mathematical communication in learning limits of functions through dependent field and independent field cognitive style at the eleventh grade of SMAN 1 Surakarta

This paper aims to describe students’ written mathematical communication through a dependent field (DF) and independent field (IF) cognitive style in limits of functions material at the eleventh grade of SMA Negeri 1 Surakarta in the academic year of 2018/2019. Students of XI MIPA 7 and XI MIPA 8 were involved in this study. By using a descriptive qualitative approach, the data were analyzed to observe students’ levels in written mathematical communication. The data were obtained by a written test. The triangulation of time was adopted to validate the data. Meanwhile, analysis techniques derived from Miles and Huberman were applied to analyze the data. The indicators of written mathematical communication were categorized into four indicators. The levels of that were also divided into four levels. The findings indicated that cognitive style affects students’ level in written mathematical communication. The majority of students with DF cognitive styles are in level I or II. Oppositely, those with IF cognitive style, the level of written mathematical communication are varied in each indicator.

PENGARUH PEMBELAJARAN ICI TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA DITINJAU DARI GAYA KOGNITIF

The purpose of this research is to find out : (1) the effect ICI model for attitude and ability of mathematical representation in terms of student's cognitive (2) how the model of learning ICI can affect the attitude and the ability of mathematical representation in terms of students' cognitive. The research type is a combination of research using concurrent embedded design with mixed methods. Then, quantitative methods use post test design only control group design and analyzed using MANCOVA while qualitative method using descriptive research with data reduction, data presentation and verification. The results showed that: (1) learning with the ICI Model has a positive effect on Attitude and Ability of Mathematical Representation Viewed From Student Cognitive Styles on Line and Corner Material Class (? = 30.319, p> 0.05 ), (2) Students with FI cognitive style tend to have fulfilled three components of attitude and stages of mathematical representation; students with cognitive style field dependent tend not to be able to show attitude that refers to the three components of mathematical attitudes and have been able to understand the problems but in representing less and not yet able to complete the solution of the problems given.

Aesthetic Experience of Field Cognitive Style in the Appreciation of Cursive and Running Scripts: An Eye Movement Study

This study compares the characteristics of the aesthetic experience of different cognitive styles in calligraphy style. The study used a cursive script and running script as experimental materials and the EyeLink 1000 Plus eye tracker to record eye movements while viewing calligraphy. The results showed that, in the overall analysis, there were differences in the field cognition style in total fixation counts, saccade amplitude, and saccade counts and differences in the calligraphic style in total fixation counts and saccade counts. Further local analysis found significant differences in the field cognitive style in mean pupil diameter, fixation counts, and regression in count, and that there were differences in fixation counts and regression in count in the calligraphic style, as well as interactions with the area of interest. The results indicate that the field cognitive style is characterized by different aesthetic experiences in calligraphy appreciation and that there are aesthetic preferences in calligraphy style.

COGNITIVE STYLE AND PERSONALITY ATTENTION PROPERTIES

COGNITIVE STYLE AND PERSONALITY ATTENTION PROPERTIES

Abstraction reflective student in problem solving of Mathematics based cognitive style

The student's reflective abstraction ability in solving problems is necessary because the result of a person's reflective abstraction is a scheme used to understand something, finding solutions or solving problems. Besides, reflective abstractions are essential to higher mathematical, logical thinking as they occur in logical thinking in children. Therefore, to develop a reflective abstraction notion of high-level mathematical thinking, it is necessary to separate what is an essential feature of reflective abstraction, reflect its rules on higher mathematics, recognize and reconstruct it so that a similar theory of knowledge Mathematics and its instructions. While research that will researchers do is to know how the process of reflective abstraction of students in solving problems in terms of cognitive style. This is because the cognitive style is closely related to how to receive and process all information, especially in learning. The various trends in their learning can be identified and then classified whether the child belongs to an independent field cognitive style (thinking tends to have the independence of views) or field dependent.

KEMAMPUAN PENALARAN MATEMATIS SISWA DALAM MEMECAHKAN MASALAH ALJABAR BERDASARKAN GAYA KOGNITIF FIELD INDEPENDENT

This research aims to describe the level of mathematical reasoning ability of students with field-independent cognitive styles in solving algebra problems. The research method used is a qualitative descriptive approach, using qualitative data then described to produce a clear and detailed picture of students' mathematical reasoning with independent field cognitive style in solving algebra problems. The subjects of the research were Class VIII students’ of SMP Negeri 47 Surabaya. The main Instrument in this study is the researchers themselves. Instrument supporters in this research is divided into 2 kinds of Tests, namely the task of problem solving algebra, and guidelines for the interview. Data collection Techniques in the study carried out using two techniques, namely written tests and interviews. The process of data analysis in this study refers to qualitative data analysis process, namely the reduction of data, presenting the data, and draw conclusions. the results of this research indicate that (1) able to conduct an investigation of the problems faced thoroughly, (2) able to plan problem solving by connecting various related information, (3) able to use the strategy chosen correctly and correctly, and (4) able to re-examine, evaluate, and draw valid conclusions based on the solution of the problem obtained. In addition, the results of this study indicate that the level of mathematical reasoning ability of students is in the category sufficient to meet the mathematical reasoning indicators of field-independent cognitive style.

A Problem Based Learning: Practicing Students' Critical Thinking Skills with Cognitive Style Dependent Fields and Independent Fields

The critical thinking skills require to be possessed by students to decide to gain new knowledge. The perception differences by each student influence students' thinking skills have, so to practice these skills is a needed learning approach to the student truly. One of them is problem-based learning. The purpose of this study is to train students' critical skills who have the cognitive method of Field Independent (FI) and Field Dependent (FD). This type of research is experimental research. The sampling technique in this study uses a cluster random sampling technique, which is taking random group samples. The results of this study are (1) the average Islamic Nurul Hadi Vocational School students belong to the dependent field cognitive style (FD); (2) the majority of students' critical thinking skills are in the high category, in 26 students consisting of 19 FI students and 7 FD students; (3) FI students are better at critical thinking compared to FD students. FD students need guidance in solving problems. PBL learning model is very appropriate to be used to train students' critical thinking skills with different cognitive styles.

Students’ critical ability of mathematics based on cognitive styles

The strategies used in solving problems can be influenced by cognitive style. This research is a qualitative descriptive study. The purpose of this study was to describe the mathematical critical thinking skills of junior high school students based on the cognitive style of Dependent Field and cognitive style Field Independent in solving SPLDV problems. The subject of this study consisted of 1 student who had the field-dependent cognitive style and 1 student who had the field-independent cognitive style chosen by purposive sampling. Data collection techniques were carried out by administering the cognitive style test of the Embedded Figure Test Group, mathematical problem-solving tests, interview guidelines, and documentation. Data were analyzed based on FRISCO critical thinking category indicators (Focus, Reason, Inference, Situation, Clarity, and Overview) in each step of problem-solving, namely understanding problems, arranging plans, implementing plans, and checking again. Data analysis is done by reducing data, presenting data, and drawing conclusions. The results showed that students who had the cognitive style of field-dependent and students who had the cognitive style FI had good critical thinking skills in each step of problem-solving according to Polya.

Metacognitive activity of male students: difference field independent-dependent cognitive style

The study aimed to explore the metacognitive activities of male students who were independent field cognitive style and field dependent cognitive style in solving problems. The type of this research is explorative with qualitative approach, that is from written works and in-depth interviews. Data analysis is done through data reduction, data presentation, data interpretation and conclusion drawing. The results showed that male students with field independent cognitive style, had a tendency to be structured, well organized in solving problems, could restructure new information and relate it to the knowledge they had. While male students with field dependent cognitive style, they had characteristics in solving problems are unstructured and not well organized. Also, they’re difficult to restructure new information and relate it to the knowledge they have.

ANALISIS PROSES BERPIKIR KREATIF SISWA DITINJAU DARI GAYA KOGNITIF BERDASARKAN TEORI WALLAS

The purpose of this study is to know the process of creative thinking of students according to the theory of Wallas, and reviewed of the cognitive style of psychology. The type of this research is descriptive qualitative. The subject in this study amounted to 6 students from SMP Kristen 2 Salatiga, which consisted of 3 students with cognitive style Field Independent (FI), and 3 students with cognitive style Field Dependent (FD). The subject taking technique is a purposive sampling. Based on the results of analysis and discussion, the subject of FI can carry out all stages of the process of creative thinking according to Wallas's theory (preparation, incubation, illumination, verification) well, compared to the subject of FD.

The students’ mathematical critical thinking process reviewed from the cognitive style

The research aims to reveal and describe students’ mathematical critical thinking process regarding the cognitive styles field dependent (FD) and field independent (FI). This study uses qualitative methods with the subject of two eighth grade junior high school students in Tasikmalaya. Selection of research subjects using purposive sampling based on the results of cognitive style tests. Data collection techniques through the Group Embedded Figures Test (GEFT), mathematical critical thinking tests, and interviews. Mathematical critical thinking process refers to indicators: giving simple explanations, building basic skills, making further explanations, determining the right strategies and tactics to solve problems and make conclusions.

The analysis of the implementation of research-based learning to improve students’ critical thinking skills based on their cognitive style

This study aimed to analyze the effect of the implementation of research-based learning models based on their cognitive style on the improvement of students’ critical thinking skills. This study employed Mix Method analysis with the 2x2 factorial design. 124 students who took Play and Game courses in the Teacher Education of Early Childhood Education Study Program. They were selected randomly using the multistage random sampling method. The results of this study indicated that: (1) students’ critical thinking abilities with research-based learning models are higher than cooperative learning models. (2) there was a significant interaction between learning models and cognitive styles on students’ critical thinking abilities. (3) for groups of students with a field dependent cognitive style, students’ critical thinking abilities with research-based learning models are higher than those with cooperative learning models. (4) for groups of students with independent field cognitive style, critical thinking abilities of students who learnt by research-based learning models are higher than those who were learned by cooperative learning models. The results of this study show that research-based learning models can improve students’ critical thinking skills based on their cognitive skills in Play and Game modules.

Analysis of mathematical reasoning ability of junior high school students of grade VII viewed from cognitive style on problem based learning with mind mapping

The method used in this research is a mixed method with the research design that is explanatory sequential design. The result of this research are (1) Mathematical reasoning ability of grade VII students after being given learning by using PBL with mind mapping reached minimal completeness criteria; (2) the description of students' mathematical reasoning ability with independent field cognitive style were capable to present mathematical statements, propose conjecture, do mathematical manipulation, give reason to solution, and draw conclusion; and (3) the description of students' mathematical reasoning ability with field-dependent cognitive style were capable to present mathematical statements, yet incapable to propose conjecture, FDK students were less able to manipulate mathematics, while FDL students were incapable to perform mathematical manipulation, provide reason for solution, and draw conclusions.