Field Dependent Cognitive Style Research Articles

Unplugged Activity and Cognitive Style on The Speaking Abilities of Early Children

The ability to speak well and purposefully must be instilled in children from an early age. This is possible through the learning process at school using interesting learning methods and media according to the child's cognitive style. Because spoken language conveyed through speaking is a tool for expressing thoughts and feelings and a means of communication between humans. This will help improve children's speaking ability. This research aims to determine the differences in speaking abilities between students using the unplugged activity method and those using the beyond center and circle times (BCCT). Determine the differences in speaking ability between students with a field-dependence cognitive style and those with a field-independence cognitive style. The researcher tests the interaction between learning methods and cognitive style regarding speaking ability. This research uses an experimental design. The subjects were PGRI Jambon Kindergarten students (TK B1) and (TK B2) who studied the theme of Animals, totaling 44 children. The cognitive style was measured using a questionnaire based on the Children Embedded Figure Test (CEFT). Data analysis of relationships and interactions between variables used the two-way ANOVA test. The research results show that differences influence speaking ability between students using unplugged activity learning and BCCT. Some differences influence the student’s speaking abilities with a field-independence cognitive style and those with a field-dependence cognitive style. There is an interaction between learning methods and cognitive style regarding speaking ability.

ANALISIS KEMAMPUAN NUMERIK SISWA DITINJAU BERDASARKAN GAYA KOGNITIF

Numerical ability is the ability to solve problems related to numbers. The aim of this research is to describe students' numerical abilities based on cognitive style. Several existing studies analyze numerical abilities based on reflective and impulsive styles. In this research, the analysis was carried out based on field dependent and field independent cognitive styles. This type of research was descriptive qualitative. Indicators of numerical ability consist of the ability to solve problems, the ability to calculate mathematically, and the ability to think logically. In this research, students can explain problem solving carried out logically and systematically based on concepts in number material. This research was conducted on integer material at MTs Miftahul Ulum Ngingit, Malang Regency. The subjects of this research were 7th grade students, where 19 children were asked to take the GEFT test and then 2 people would be selected, 1 student with a field dependent cognitive style and 1 student with a field independent cognitive style. Then the 2 students were given a test and an interview was conducted to determine the students' numerical abilities. Based on the research results, it was concluded that the numerical abilities of field dependent students were relatively low because they had not achieved all the indicators. Meanwhile, field independent students' numerical abilities are moderate because they have achieved 2 indicators but in the final result the answers are still wrong.

Field Independence and Dependence and High School English Reading Teaching

The English Curriculum Standards for General High Schools (2017 Edition) (hereinafter referred to as the "Standards") clearly stipulate that reading is one of the basic skills mastered by high school students, and it accounts for a relatively large proportion in the college entrance examination. At the high school level, students should develop the five basic skills of listening, speaking, reading, writing and translation, focusing on the cultivation of reading ability. Students should be able to read materials about biographies, fables, etc. With the help of dictionaries, students should be able to grasp the main facts and central ideas, and grasp the main logical clues of the material they read. Reading is a complex cognitive process. Reading is an important means of information input and a cognitive activity. Cognitive style is the preferred information processing method in individual cognitive activities, and field independence and field dependence cognitive style are the core of cognitive style. Through the discussion of field dependence and field independence cognitive style, this article analyses the differences between field independence and field dependence students’ learning behavior to explore the influence of students' cognitive style on teachers' reading teaching strategies and reading material choices, so as to improve students' reading ability.

Implementation of project-based learning to enhance the creativity of prospective physics teachers in generating learning media viewed from cognitive styles

Cognitive style is related to information processing and individual preferences for engaging in the learning process. Therefore, it is crucial to consider the role of cognitive styles - field dependent (FD) and field independent (FI) - as a foundation for implementing a specific learning model in the classroom. This study aims to examining the significant role of cognitive styles, specifically FD and FI, in the context of implementing Project-based Learning (PjBL) for Prospective Physics Teachers (PPT) in generating learning media. The research employed a quantitative approach utilizing an experimental design known as the one-group pretest-posttest design. The study focused on a sample of 40 PPTs from a university located in Mataram City, Indonesia. The two main instruments used in data collection for this research were the Group Embedded Figures Test (GEFT) and the student creativity observation sheet, where the results of both were analyzed descriptively and statistically. The results of the study indicated that the creativity of PPT improves for all cognitive styles after the intervention of the PjBL model. However, the extent of creativity improvement differs for each cognitive style, FD and FI. The PPTs who possess a cognitive style characterized as FD tend to exhibit a more pronounced enhancement in creativity when compared to those who possess an FI cognitive style. The most fundamental finding of the study is that the PjBL model is more suitable for implementation among PPTs with an FD cognitive style in the context of enhancing creativity in generating learning media.

Differences in time-based prospective memory between field-independent and field-dependent cognitive styles under different time monitoring conditions

Time-based prospective memory involves tasks that must be executed at a specific time in the future. Individuals can complete time-based prospective memory tasks using internal attention and external attention. Field-independent and field-dependent cognitive styles are two of the most well-known cognitive styles. Field-independent individuals and field-dependent individuals prefer to use internal reference and external reference to process information, respectively, which implies that there may be differences in the processing mechanisms of the two cognitive styles when performing time-based prospective memory tasks. This study focused on differences in time-based prospective memory performance and processing mechanisms between field-independent and field-dependent cognitive style individuals under different time monitoring conditions. A total of 119 participants were recruited through an Embedded Figure Test and divided into four groups. Time monitoring conditions consisted of a free monitoring condition and a restricted monitoring condition. Participants in the restricted monitoring condition could only press the space bar once, whereas those in the free monitoring condition could check the time at any time and without restrictions. The results of the study showed that field-independent individuals expend less internal and external attention than field-dependent individuals. However, field-independent individuals have higher attention effectiveness and employ more strategies for processing time information. Field-independent individuals were also found to have better time-based prospective memory performance under both time monitoring conditions. Field-dependent individuals did check the time more often under the free monitoring condition, but their time-based prospective memory performance did not benefit from more external attention because although they expended more external attention, they did so less effectively. In short, compared with field-dependent individuals, field-independent individuals had better time-based prospective memory performance under both time monitoring conditions because they have higher attention effectiveness and adopt more strategies for the processing of time information.

MATHEMATICAL COMMUNICATION ABILITY OF CLASS X MIPA 1 MAN DONGGALA STUDENTS

This type of research is a descriptive qualitative approach. The subjects in this research areClass X MIPA 1 MAN Donggala students consist of 4 people, each 2 male students and 2 female students who have FI cognitive style and FD cognitive style. Data on students' communication skills was obtained by written assignments and interviews. The results of the research show that the mathematical communication skills of students who have a Field Dependent cognitive style are less capable than men because they cannot achieve all the indicators. The student subject has a Field Dependent female cognitive style which is quite capable because it achieves one.The student subject has a Field Independent male cognitive style which is quite capable because it achieves two indicators.The student subject has a Field Independent female cognitive style that is capable of achieving all three indicators. So the conclusion obtained from this research is that students' mathematical communication abilities are generally said to be poor, this is because the majority of students have not met several indicators of the three indicators of students' mathematical communication abilities. This can be seen with only one student achieving all three indicators.

Mathematical Representations Based on Field-Dependent and Field-Independent Cognitive Styles

Mathematical representation ability is very important for students, but many students still need to be able to solve mathematical problems with various mathematical representation abilities. This research is narrative research with a qualitative approach to describe the problems of students' mathematical representation abilities in terms of field-dependent and field-independent cognitive styles on the set topic. A total of 4 students, based on the GEFT test and the results of the subject teacher's directions, tended to field-dependent and field-independent cognitive styles. The instruments used in this study were the GEFT test, questions of representation ability, and interview guidelines. The results of the data analysis show that the mathematical representation abilities of students with a field-dependent cognitive style can represent with several models. In contrast, the mathematical representation abilities of students with a field-independent cognitive style can represent all indicators. Based on these conditions, in the learning process, the teacher can plan a differentiated lesson by paying attention to the differences in students' cognitive styles.

Analysis of Mathematical Representation Ability According to Cognitive style

<em>The aim of this research is to analyze students' mathematical representation abilities in terms of cognitive style in the multivariable calculus course taught in semester 4 of the IKIP PGRI Pontianak Mathematics Education Study Program. This research is a qualitative descriptive research in the form of case study research. Research subjects were selected based on their cognitive style which was measured using the geft instrument. Selected subjects were then asked to work on mathematical representation ability questions and then interviewed according to these questions. Based on the research results, it was found that students who had a field dependent cognitive style in symbolic representation were able to link symbols with mathematical concepts, in graphical representation they were able to create images in the form of requested graphs, while in verbal representation they were less able to convey ideas effectively orally. or written. Meanwhile, students with an independent cognitive style in symbolic representation have been able to link symbols with mathematical concepts, in graphic representation they have been able to create images in the form of requested graphics, and in verbal representation they have been able to convey ideas effectively.</em>

Creative thinking process at class viii students' in solving problems based on hayes' theory viewed from cognitive style and gender

The aim of this research is to describe the creative thinking process of male and female students with field dependent (FD) and field independent (FI) cognitive styles in solving mathematical problems based on Hayes' theory. This research is a descriptive study with the subjects being two male and two female students in class VIII MTs Darul Ulum Bandung, each of whom has FD and FI cognitive styles. The results of the research show that male FD students' creative thinking is based on flexibility, visible steps in planning solutions, being able to explain the various strategies used, originality, visible steps in implementing plans, determining new strategies in solving problems according to their own opinion, elaboration, visible steps in evaluating plans and evaluating results. , provide an assessment of problem solving planning. The results of the research show that the creative thinking of female FD students, namely originality, shows the steps in implementing the plan, and can determine new strategies in solving problems according to their own opinion. elaboration There are steps to evaluate plans and evaluate solutions, provide assessments on problem solving plans so that ideas are more detailed and provide assessments of problem solving results. The results of the research show that male FI students think creatively in all aspects, namely the fluency aspect, the flexibility aspect, the originality aspect, Elaboration aspect. The research results show that students think creatively Women's FI, namely in all aspects, namely the fluency aspect, flexibility aspect, originality aspect, elaboration aspect

Analisis Kemampuan Metakognisi Siswa ditinjau dari Gaya Kognitif pada Materi Lingkaran Kelas VIII MTs Mathla’ul Anwar Pontianak

This research implements a qualitative descriptive method, which aims to analyze students' metacognitive abilities in terms of cognitive style in class VIII circle material at MTs Mathla'ul Anwar Pontianak. Data is collected and described in the form of words in descriptive research. This research was conducted at MTs Mathla'ul Anwar Pontianak. This research data was collected through certain methods, namely, tests, questionnaires, interviews which were used to analyze students' metacognitive abilities, then processed into clear and easy to understand information. The data sources in this research were 4 class VIII students at MTs Mathla'ul Anwar Pontianak. The data collection techniques used in this research are measurement techniques, direct communication techniques and indirect communication techniques with data collection tools in the form of test questions, questionnaires, interview guides and documentation. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The research results showed that in general subjects who had a field independent cognitive style showed better abilities in solving problems compared to subjects who had a field dependent cognitive style.

Peningkatan Hasil Belajar Kimia Siswa Kelas XI IPA 4 SMAN 4 Pandeglang Tahun Pelajaran 2020/2021 Melalui Penerapan Model PP (Problem Posing) Berdasarkan Gaya Kognitifnya

This research aims to increase learning activities, improve the learning outcomes of students who have a field independent cognitive style and improve the learning outcomes of students who have a field dependent cognitive style on acid-base solution material in chemistry subjects through the application of the PP learning model. The research was carried out in two cycles, each cycle consisting of planning, implementation, observation and reflection. In cycle I, the percentage of student learning activities, the average learning outcomes and frequency of completion as well as the percentage of student understanding have not reached the target, the results of reflection must be made several improvements in cycle II by increasing apperception, motivation and appreciation as well as more guidance and attention for groups of students field dependent, and the results have been a significant increase in: student learning activities from 67.69% to 79%. The percentage of understanding of the field independent student group from 59% to 82%, the average learning outcome score in pre-cycle was 56.56, cycle I 69.13 and cycle II 81.13 with a frequency of completion from 8% to 54% to 83%. As well as the percentage of understanding for the field dependent student group from 42% to 72%, the average learning outcome score in pre-cycle was 43.21, cycle I 59.58 and cycle II 74.50 with a frequency of completion from 0% to 33% to 67%. The results of this research are: (1) The application of the PP model learning can increase student learning activities (2) The application of the PP model learning can improve the learning outcomes of field independent students (3) The application of the PP model learning can improve the learning outcomes of field dependent students on acid solution subject matter bases in chemistry subjects in class XI IPA 4 SMAN 4 Pandeglang 2020/2021 Academic Year.

Junior High School Students' Conceptual Understanding of Prerequisite Material in Solving SPLDV Questions in View of Students' Cognitive Style

Understanding of students' mathematical concepts plays a very important role as a factor to support learning activities. In studying a concept students must understand previous mathematical material as a prerequisite material. Students' conceptual understanding of a material can be influenced by several factors, one of them is the cognitive style factor that has different for each student. Different cognitive styles can be seen from the field independent and field dependent cognitive styles. The importance of understanding students' mathematical concepts of a material that is influenced by students' cognitive styles, it is necessary to analyze students' understanding of mathematical concepts. This qualitative research aims to determine students' conceptual understanding of the prerequisite material and its relationship with students' cognitive styles, and the ways students use in solving existing problems. The results in this study showed there was a significant relationship between the cognitive style of each student and the understanding of mathematical concepts towards the prerequisite material. This is because the field independent cognitive style has a good level of conceptual understanding while the field dependent cognitive style has a low level of conceptual understanding, because they have different levels of conceptual understanding so each student has their own way to solve existing problems.

Analysis of Mathematical Communication Ability on Problem-Solving Pythagoras Theorem Viewed From Students' Cognitive Style

This research is motivated by the fact that students' mathematical communication skills still need to be improved. This study aims to describe students' written and oral mathematical communication abilities toward solving the Pythagorean theorem problem in terms of field-dependent and field-independent cognitive styles in class VIII-B at SMP Al-Islam Krian. This type of research is qualitative research with a descriptive method. Subjects in this study were taken using a purposive sampling technique after carrying out the GEFT test in class VIII-B of 2 students, each based on field-independent and field-dependent cognitive styles. The instruments prepared in this study were the GEFT test, a mathematical communication skills test, and an oral examination. Based on the analysis of the answer sheets for the mathematical communication ability test and the oral test, it was concluded that students with field-independent cognitive styles have good written or oral mathematical communication skills. This can be seen from students' ability to write down and convey information, solve problems coherently, systematically, and transparently, and draw conclusions correctly. Students with field-dependent cognitive styles need better mathematical communication skills. This can be seen from the ability of students who need help to correctly write down and convey information, problem-solving ideas coherently, systematically, and clearly, as well as conclusions

A Creative Thinking Process of Junior High School Students in Solving Story Problems Viewed from Field Dependent – Field Independent Cognitive Style

Giving math subjects is very important in life. This is in line with content standards in Permendiknas No. 22 of 2006 that mathematics subjects need to be given to train and teach thinking skills, one of which is creative thinking. The purpose of this study was to describe the creative thinking processes of junior high school students with field dependent and field independent cognitive styles in solving problems on the material surface area of geometric figures. The subjects in this study were one student each with field dependent and field independent cognitive styles who had high and equal mathematical abilities and were male. The research instruments used were GEFT sheets to classify cognitive styles, Mathematical Ability Test (MAT) sheets to classify students' mathematical abilities, Problem Solving Task sheets (PST) and interview guidelines to find out in detail the students' creative thinking processes. Based on the results of the research conducted, the creative thinking process of students with field dependent cognitive style at the preparatory stage read the questions twice to understand the questions, at the incubation stage field dependent students needed 15 minutes to get out of this stage. At the illumination stage, field dependent students were not fluent in solving problems and only had one solution idea. At the verification stage, field dependent students are unsure of their answers and have no other solution ideas. The thinking process of students with field independent cognitive styles in the preparation stage of field independent students read the questions twice to understand the questions. At the incubation stage, independent field students managed to get out of this stage and found ideas to solve questions for 5-10 minutes. In the illumination stage, field independent students smoothly solve problems and have several ideas for solving them. At the verification stage, field independent students are very confident with their answers and have other solutions.

Students' mathematical representation ability in terms of field dependent and field independent cognitive styles of Quadrilateral Flat material

Eld-independent cognitive styles in solving problems on rectangular shape material. This type of research is descriptive qualitative research, namely by interpreting data with the stages of image analysis, interviews, observation, and documentation. The subject of this study was taken by purposive sampling after carrying out the GEFT test in class V where 4 samples were taken based on field dependent and field independent cognitive styles. The instruments prepared in this study were GEFT test questions and mathematical representation questions. From the results of this study it shows that: 1) students who have a field dependent cognitive style carry out mathematical representations visually students are not always able to make pictures and symbols of a problem and in mathematical expression students can make mathematical models and can perform calculations according to what has been taught by the teacher accurately or always think globally without making new discoveries and in written expression students are less able to make solutions in logical and systematic written words. 2) students who have a field independent cognitive style make mathematical representations in solving problems with visualization stages can understand the problem and change it in the form of images and symbols in accordance with the problems that are understood and in mathematical expression students and can make plans for solving with mathematical models and can carry out calculations in their own way in accordance with their experience which is considered fast average in written expression students are able to express solutions in written words in a systematic and logical manner.

Students' Conceptions About Flat Side Space Materials Viewed From The Cognitive Styles of Students in Junior High School

This research is a qualitative research using a case study research design. The subjects in this study were students of class VIII even semester at SMP Negeri 2 Bayan which consisted of one class. The interview guideline instrument was in the form of a question guide used by researchers to gather information on students' conceptions of: (1) the definition of cubes and blocks and (2) the elements of cubes and blocks. Qualitative data analysis is carried out interactively and continues continuously until complete, so that the data is saturated. Data analysis techniques in this study used the Miles and Huberman methods. The results of this study are the conception of class VIII students of SMP Negeri 2 Bayan who have a field dependent (FD) Cognitive Style in stating the definition of cubes and blocks by stating that cubes are geometric shapes that have the same sides and blocks are geometric shapes that have unequal sides, by declaring that a cube is a geometric shape that has 6 square sides while a beam is a geometric shape formed from a combination of squares and rectangles, by stating that a cube is a figure whose sides are the same while a block is a figure that has length , width, and height.

Dependent and Independent Cognitive Style Learning Model in Mathematics Subject Outcomes

The need to improve learning outcomes in class VII students of Al Washliyah Middle School, then a learning model is sought that encourages students to like mathematics, motivate students to learn independently, and encourage students to have curiosity, and involve active students in learning, both mentally mentally , physical, or social. Therefore a teacher must be able to understand the cognitive style of students. This is because the ability of people in processing information of each individual is different. Therefore this study tests and compares several learning models that are more effective in the learning outcomes of the Alwashliyah Middle School Mathematics, Deli Serdang among them is 1) Problem Learning Model Posing with direct learning models, 2) Independent Field Cognitive Style with Field Dependent Cognitive Style. This study also analyzed whether there was an interaction in the learning model and cognitive style of students that could influence the learning outcomes of the Mathematics of Class VII of Al Washliyah Middle School. The method used in this study is a pseudo experimental method with a factory research design of 2 x 2. This study was conducted at Al Washliyah Middle School, Deli Serdang. The results of this study among others are 1) Mathematical learning outcomes of students taught with a higher problem posing model than direct learning models, 2) Students who have cognitive styles of independent fields obtain higher mathematical learning outcomes than mathematical learning outcomes students who have cognitive styles Field Dependent.

Epistemological Obstacle of Students in Accomplishing HOTS Test According to Field Dependent Cognitive Style

Epistemological Obstacle of Students in Accomplishing HOTS Test According to Field Dependent Cognitive Style

Students' Ability to Solve Arithmetic Problems Based on APOS Theory in Cognitive Styles Differences

This study describes the ability to solve systematic problems regarding field-dependent (FD) and field-independent (FI) cognitive styles in arithmetic material. Solving systematic problems based on the APOS theory (action, process, object, schema) describes the ability of each student's cognitive style. This type of research is descriptive, using a qualitative approach. The research subjects consisted of four students consisting of two students with an FD and two FI styles in class X SMA Negeri 1 Gemolong. Data collection methods are tests and interviews. The instruments in the research were the researchers themselves, the GEFT (Group Embedded Figure Test) test as an instrument in selecting research subjects, a test of the ability to solve arithmetic problems based on APOS and interview guidelines. The analysis technique used in this study is data reduction, data presentation, and conclusion. The results showed that students with a FI cognitive style were better at problem-solving than students with an FD cognitive style. Subject FI can solve mathematical problems systematically based on APOS theory, and FI can determine methods for solving mathematical problems and originate from their thoughts not influenced by other parties. Meanwhile, FD has difficulty solving problems systematically and understanding and making mathematical models, which tends to be problematic in understanding mathematical problems and solutions that do not originate from their thinking.

PENGARUH GAYA KOGNITIF DAN MOTIVASI BELAJAR PASCA COVID-19 TERHADAP KEMAMPUAN KONEKSI MATEMATIKA SISWA SMP

This study aims to determine the effect of post-covid-19 cognitive style and motivation on the mathematical connection abilities of Grade VIII students of junior high schools in the Baroko sub-district, Enrekang Regency. This type of research is ex post facto. The population is a total of 231 students with a total sample of 80 taken using the Cluster Random Sampling technique. Data collection techniques used instruments in the form of (1) a GEFT test on cognitive style, (2) a learning motivation questionnaire, and (3) a test of mathematical connection ability. The data analysis used is multiple regression analysis with the help of SPSS. The research results show that; (1) An overview of the cognitive styles of Grade VIII students of junior high schools in Baroko District, Enrekang Regency, namely that as many as 43 students have a field-dependent cognitive style and as many as 37 students have a field-independent cognitive style. The motivation to learn is in the low category with a percentage of 39% and the ability to connect mathematics is also in the low category with a percentage of 34%. (2) Cognitive style and learning motivation together have a positive effect on students' mathematical connection abilities as seen from the Fcount of 67.046 and a significance value of 0.001. Because the value of Fcount > Ftable (67.046 > 3.11) and a significance value of 0.001 is less than the significance level of 0.05 (0.001 <0.05), and R¬2 = 0.635 which means that cognitive style and motivation to learn affect students' abilities students' mathematical connections by 64% and 36% are influenced by other factors. (3) Cognitive style partially has a significant influence on students' mathematical connection abilities.