Field Dependent Cognitive Style Research Articles

Students' Critical Thinking in Solving Numeracy Problems: A Case Study of Students with High Self-Efficacy

Critical thinking is a 21st century skill that allows students to think reflectively and reason in making decisions. Students' critical thinking influences success in solving numeracy problems. This study aims to explain the ability to think critically in solving numeracy problems with high self-efficacy. The study employed a qualitative approach and phenomenological method. Data collection involved the use of the Group Embedded Figures Test (GEFT), self-efficacy questionnaires, and numeracy assessments in mathematics, specifically on topics related to cubes and rectangular prisms. Data analysis comprised data condensation, data presentation, and conclusion drawing. Based on GEFT and self-efficacy questionnaire results, one class V-B student with a field-dependent cognitive style and high self-efficacy was selected for further critical thinking skills assessment. Based on the results the student with a field-dependent cognitive style and high self-efficacy demonstrated notable strengths. In the process of basic clarification, the student met the indicators for analyzing arguments and formulating statements, effectively presenting their arguments. When providing reasons for decisions, the student showed the ability to consider the credibility of sources by selecting appropriate problem-solving strategies. However, she occasionally made calculation errors due to inaccuracy. In the process of concluding, the student met the indicators for making and evaluating decisions, successfully composing conclusion sentences that aligned with the problems and final answers. Students with field dependent cognitive style and high self efficacy are able to fulfill all indicators of critical thinking by using their ability to solve critical thinking problems. He excelled in verbal ability at the time of the interview by explaining the argument of the problem and the answer, but his weakness is less thorough in working so that the results obtained are less precise.

Mathematical Literacy In Solving Hots-Based Problems On Spldv Material In Terms of Cognitive Style

The concept of mathematical aptitude pertains to an individual's capacity to articulate, elucidate, and employ mathematical principles in everyday scenarios. This investigation stemmed from concerns surrounding substandard levels of mathematical literacy, potentially stemming from students' inability to meet established benchmarks. The primary objective of this inquiry was to evaluate students' mathematical acumen in tackling HOTS-based challenges linked to SPLDV materials, while considering their cognitive inclinations. Employing a qualitative framework with a descriptive approach, the study centered on four eighth-grade students from SMP Negeri 3 Colomadu, comprising two individuals exhibiting a field-dependent cognitive style and two with a field-independent cognitive orientation. Data on the participants' mathematical proficiencies were gathered through a combination of assessment tools and interviews, complemented by a cognitive style questionnaire. The validity of the data was fortified through triangulation methodologies. Analysis ensued through three distinct phases: data reduction, presentation, and synthesis. The results showed that students with Field Dependent cognitive style type only fulfill one indicator of mathematical literacy, namely communication. While students with cognitive style type Field Independent able to meet all indicators of mathematical literacy well include communication, mathematization, representation, reasoning and argumentation, designing strategies to solve problems, as well as the use of operations, symbols, formal, and technical.

The Structure of Students’ Mathematical Errors in Solving Calculus Problems Based on Cognitive Style

The understanding mathematical concept is an error that often occurs in classroom learning among students when solving mathematical problems. The most difficult part for students is solving problems, because it requires numeracy skills, high concept mastery, as well as the ability to use good language, and so on so that students don’t make any more mistakes when working on math problems. Student errors in solving mathematics problems are (1) errors in connecting concepts, (2) errors in operations and (3) errors in constructing concepts. The problem is what is the structure of students’ mathematical misconceptions in solving mathematical problems based on cognitive style. The method in this research, namely an exploratory descriptive approach, aims to determine the structure of students’ errors based on cognitive style in solving mathematical problems. Analysis of research data, namely: (1) Data reduction, (2) Data exposure, (3) data triangulation and (4) drawing conclusions. The cognitive styles referred to are field dependent and independent. The conclusions are (1) the structure of conceptual errors with an applied field dependent cognitive style begins with disequilibrating, then solving by linking applicable concepts, and (2) the structure of conceptual errors with a field independent cognitive style begins with disequilibrating, then solving using analyse.

Exploration the Influence of Field Independence and Field Dependence on Foreign Language Teaching

This paper is to explore the relationship between field independence, field dependence and foreign language teaching, and the influence of these two cognitive styles on foreign language teaching. Because learners with field-independent and field-dependent cognitive styles have different learning strategies, teachers should choose teaching methods that match learners' cognitive styles in foreign language teaching to achieve individualized teaching. Therefore, on the basis of analyzing the characteristics of the two cognitive styles and their influence on foreign language teaching, this paper takes oral teaching as an example to design teaching strategies that adapt to different learners' cognitive styles.

The Correlation of Field Cognitive Style and Working Memory Capacity with English Reading Strategy of Second Language Learners

Understanding written text is crucial in language acquisition, and the cognitive style and working memory capacity of an individual play crucial roles in determining their level of reading comprehension. Individual differences may result in different reading strategies being employed during the reading process. Research has demonstrated that cognitive style and working memory capacity can impact language learning outcomes like vocabulary acquisition, grammar comprehension, and speaking fluency. However, there is a lack of research on how these cognitive factors relate to the reading strategies utilized by English as a second Language learners. The purpose of this study is to explore the relationship between Field-Independent and Field-Dependent (FI/FD) cognitive styles and working memory capacity in relation to the utilization of English reading strategies among freshmen engineering majors at BIPT. Data is gathered utilizing the theoretical model of FI/FD cognitive styles, working memory capacity and English reading strategies. The collected data includes results from the Cognitive Style Figure Test (CSFT), Reading Span Test, and a questionnaire on English reading strategies, which are then analyzed using SPSS 22.0. The findings from the thorough analysis show that there exists a notable relationship between working memory capacity and the utilization of reading strategies in relation to FI/FD cognitive styles. Students exhibiting an FI cognitive style tend to favor the implementation of cognitive and metacognitive strategies, whereas those with an FD style are inclined towards employing social/affective strategies. Additionally, disparities in the use of reading strategies are observed between students with high and low working memory capacity. Students with high working memory capacity demonstrate a higher tendency to employ cognitive strategies, metacognitive strategies, and social/emotional strategies when compared to those with low memory capacity.

The Effect of Danmaku Font Size on Online Learning Outcomes for Learners with Different Cognitive Styles: Evidence from Eye Movements

Danmaku is increasingly used during online interactions - such as learner communication in online learning. As an emerging online interaction method, Danmaku not only enhances the viewer interaction experience, but also allows learners to achieve better learning outcomes. Therefore, this study used a 2 (Danmaku font size: large, small) × 2 (cognitive style: field-independent, field-dependent) between-participants design to investigate the effect of Danmaku font size on online learning through eye-tracking studies and to reveal the mechanism of the effect of Danmaku font size on the learning outcomes of field-independent and field-dependent learners. The results show that Danmaku font size affects the learning perception of learners with different cognitive styles in online learning, i.e., under the field-independent cognitive style, small font Danmaku can improve the online learning perceptual experience. Under the field-dependent cognitive style, learners focus more on the Danmaku area, so the Danmaku with large font size can improve the online learning perceptual experience. In summary, this study found that the Danmaku font size impacts the online learning effect of learners with different cognitive styles. Therefore, different Danmaku font sizes should be selected according to different cognitive styles during online teaching. This study can provide research basis and optimization suggestions for how to use Danmaku in online teaching design, which will help deepen the understanding of the role of Danmaku in online teaching.

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 Gaya Kognitif Siswa Pada Pengajuan Masalah

This research is used to describe the cognitive style of students in problem posing. The purpose of this research is to find out which cognitive style is superior in problem posing. The study uses the Systematic Literature Review (SLR) method with the aim of drawing conclusions from the results of students' cognitive style research when making questions on problem posing. This study consists of 15 articles regarding cognitive styles which will be grouped by type. Selection of the article through Google Scholar. The results are that each cognitive style has subjects that are superior in terms of posing problems compared to the other, such as field independent cognitive style is superior to field dependent cognitive style, reflective cognitive style is superior to impulsive cognitive style, and verbalizer cognitive style is superior of the cognitive visualizer style.

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.

BERPIKIR REFLEKTIF SISWA DALAM PEMECAHAN MASALAH MATEMATIS DITINJAU DARI GAYA KOGNITIF

This research aims to analyze the ability of reflective thinking in mathematical problem solving among 9th-grade students of SMP Negeri 3 Tanjung, focusing on curved surface solids from the perspective of cognitive styles. The sample selection was carried out using a purposive sampling technique, resulting in 6 participants, consisting of 3 students with a field-dependent cognitive style and 3 students with a field-independent cognitive style. Data collection techniques employed in this study include the GEFT test, a test of reflective thinking ability in mathematical problem solving, interviews, and documentation. Data analysis was conducted using the Miles and Huberman model, involving data reduction, data presentation, and conclusion. The results of this study indicate that among the four indicators of reflective thinking ability in mathematical problem solving, specifically in the elaborating stage, students with a field-dependent cognitive style have not fully grasped the ability to plan and execute solutions. They struggle to comprehend more complex problems presented in narrative form, leading to difficulties understanding the concepts and executing the solution process. Conversely, students with a field-independent cognitive style have successfully fulfilled all four indicators across the three stages of reflective thinking ability. They tackle problems methodically and accurately, following planned steps following pre-established concepts.

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.