Field Dependent Cognitive Style Research Articles

Analysis of Critical Thinking Skills in Solving Mathematical Problems in Terms of Field Independent and Field Dependent Cognitive Styles

This study aims to describe critical thinking skills in solving mathematical problems in terms of Field-Independent (FI) and Field-Dependent (FD) cognitive styles. This type of research is descriptive qualitative research. This research was conducted at a state Islamic senior high school in Bantul, Special Region of Yogyakarta, Indonesia. The results of the analysis showed that the Critical Thinking Level (TBK) was 0, namely students did not meet all Ennis indicators through the Polya problem-solving process, namely understanding the problem, planning ideas, implementing ideas, and re-examining. TBK 1, namely students who meet two or three of Ennis' indicators through the Polya problem-solving process: the ability to understand problems; able to plan ideas; unable to implement ideas; and unable to re-examine. The difference between FI and FD students in this category is that FI students tend to be more able to improvise than FD students. TBK 2, namely students who met four of Ennis' indicators through Polya's problem-solving process: The ability to understand problems, the ability to plan ideas, the ability to implement ideas, and unable to re-examine. The difference between FI and FD students in this category is that FI students tend to pass these indicators better than FD students. While TBK 3, namely students who meet all Ennis indicators through the Polya problem-solving process. The difference in solving problems is that FI students can use their language while FD students do not. The conclusion is that students’ thinking levels differ according to their cognitive styles.

PROFIL PEMECAHAN MASALAH TEOREMA PYTHAGORAS DITINJAU DARI PERBEDAAN GAYA KOGNITIF SISWA

One of the abilities to be achieved through learning mathematics is the ability to solve problems. The problem is not just found in mathematics but also in their daily activity. The student needs to know how to solve a problem because there are many problems in the future that they must solve. Problem-solving in every student is different. The cause is the cognitive style that the student has. The student receives, manages, and makes the conclusion according to their cognitive style. The study aims to describe students' mathematical problem-solving abilities on the Pythagorean theorem material concerning field-independent and field-dependent cognitive styles. The method uses a qualitative descriptive approach with problem-solving test instruments, interview guidelines, and GEFT tests. Determination of the subject using the GEFT test to obtain a subject with an independent field of cognitive style and independent field of 2 subjects each. Problem-solving tests and interviews were used to obtain data on the subject's problem-solving abilities. The problem-solving indicator used is based on Polya's theory. The results showed that the subject with independent field cognitive style was able to do problem-solving well. While the subject with a field-dependent cognitive style is quite capable of solving problems, this is because there are some mistakes in writing answers. However, based on the interview, it was found that the subject was able to solve the problem but was in a hurry to solve the problem.

THE EFFECT OF LEARNING STRATEGY AND COGNITIVE STYLE ON STUDENTS’ NARRATIVE WRITING ABILITY

In the class, most of the teacher use a single teaching strategy to students who have different cognitive styles when teaching narrative essays in the class. Therefore, it is necessary to improve teaching strategies in the teaching and learning process. The teaching strategies that fit with the cognitive style of students in order that the learning objective is improved. This paper investigates the effect of learning strategy and cognitive style on student’s narrative writing ability. This study was conducted on the VII grade students at Madrasah Tsanawiyah Ibnu Taimiyah Bogor, West Java. Treatment by level design and two-factorial ANOVA analysis with α = 0.05 were applied in this experimental study. The sample was 40 students grouped into experiment classes and 40 students was grouped into control classes. There was a different ability in narrative writing in Bahasa Indonesia between students having field independent cognitive style (A1) and students having field dependent cognitive style (A2). Results of two-way interrow analysis of variance showed that Fcalculated (4.123) was higher than Ftable (3.97) at a significant level of α = 0.05. The findings showed the ability to write a narrative writing in Bahasa Indonesia of students having a field independent cognitive style was higher than that of students having a field dependent cognitive style.

Effecting the Change: Problem Based Learning (PBL) as a Pedagogy to Improve Achievement in Physics in Relation to Cognitive Styles

This study investigates the effect of Problem Based Learning (PBL), a constructivist teaching strategy, on achievement in physics and attitude towards physics. Cognitive styles of students have been taken as classifying variable to include learning condition in the context of study. The sample of the study included 115 11th class students of the Government School of Chandigarh. Two classes of same school were randomly selected as experimental and control groups. The study was quasi experimental in nature. 2x2 between-subject design with pre-test post-test control group condition was used to study interaction and main effects of independent (teaching method) and classifying variable (cognitive style) on dependent variable (achievement in physics). 2- way ANOVA was mainly used as statistical technique to analyze data quantitatively. The experimental results indicated that PBL group students outperformed LBL (Lecture Based Learning) group students on achievement in physics. Even though interaction effect of teaching method and cognitive styles was not significant for achievement in physics and attitude towards physics. No significant difference between field independent and field dependent cognitive style students on achievement in physics. Moreover, implications, limitations of the present study, and recommendations for further studies are also discussed.

Relationship between Cognitive Styles and Emotional Status of Primary four Pupils with Aphasia in Sokoto State, Nigeria

This paper examined relationship between cognitive styles and emotional status of primary four pupils with aphasia in Sokoto State. The population targeted for this study consists of all primary four pupils in Sokoto state which is 9,369. Multi-stage sampling techniques was used to arrive at the sample. Four stages of sampling techniques were employed to arrive at the sample of 69 pupils using purposive sampling and screening using Language Screening Test. The instruments used for data collection were adopted version of Language Screening Test (LAST), adopted version of Group Embedded Figure Test and adopted version of Junior Eysenck Personality Questionnaire (short version). The reliabilities of the standardized were re-established using test re-test method of establishing reliabilities in two schools in Sokoto metropolis and the reliabilities index realized were Language Screening Test (0.71), Group Embedded Figure Test (0.80) and Junior Eysenck Personality Questionnaire (0.89). The data was analyzed using Pearson Product Moment Correlation. The result revealed that: there was weak, positive and no significant relationship between field dependent cognitive styles and emotional stability among others. Finally, it was recommended among others that; Pupils with aphasia should be encouraged to have holistic and global perception towards problems and develop their extrinsic motivation to enable them stabilized their emotion and catch up with their peers.

Students Mathematic Problem Solving Process in Two Variable Linear Equation Systems from Cognitive Field Dependent Style

<p><em>This study aims to describe the process of solving mathematical problems in the subjects of a two-variable linear equation system in terms of field-dependent cognitive style. The type of research used is descriptive qualitative research. The research subjects were 15 grade VIII students in one of the public junior high schools in Cimahi City. In this study, the instrument used was a problem-solving test consisting of 2 questions on the material of a two-variable linear equation system and interviews for 3 students with </em><em>field dependent</em><em> cognitive style. The results showed that the steps of solving mathematical problems of students with cognitive style </em><em>field dependent</em><em> </em><em>were categorized as good at the stage of understanding the problem and re-examining, categorized enough at the stage of planning completion, and categorized less at the stage of implementing the completion plan. This means, if </em><em>field dependent</em><em> </em><em>students can understand the problem or problem, it will affect the next step.</em></p>

Cognitive Styles as A Correlate of Pupils’ academic Achievement in South-East, Nigeria

The study sought to investigate cognitive styles as determinants of academic achievement of pupils in South-East, Nigeria. Four research questions guided the study in line with the specific purposes of the study. The study was also guided by three null hypotheses. Correlation survey research design was adopted for the study. A population of 357,115 primary five (5) pupils in all the 5,378 public primary schools in South-East, Nigeria was used for the study. The sample for the study comprised four hundred (400) primary 5 pupils using Yaro Yamane’s formula. A multistage sampling technique was used to draw the respondents. Two instruments were used for data collection, namely: Group Embedded Figure Test (GEFT) for cognitive style and pupils’ academic achievement proforma which was used to collect achievement scores of the pupils in Mathematics for three terms. The average score of each pupil for the three terms was determined. The instrument was validated by three experts from University of Nigeria, Nsukka. Group Embedded Figure Test as a standardized instrument has a reliability estimate of 0.82. Scores from respondents were analysed using Pearson’s Product Moment Correlation Coefficient and regression analysis. Specifically, Pearson’s Product Moment Correlation Coefficient and Coefficient of Determination were used to answer research questions. In addition, regression ANOVA was used to test all the hypotheses at 0.05 level of significance. The findings of the study revealed, among others, that there is a significant correlation between field dependent cognitive styles and academic achievement of primary school pupils in Mathematics. It was recommended, among others, that The Federal and State Ministries of Education should organize and sponsor periodic workshops, conferences and seminars for teachers and head-teachers on the different cognitive styles and how they affect learning in order to actualize high academic achievement of primary school pupils especially in Mathematics.

Analisis Kemampuan Pemahaman Konsep Pertidaksamaan Linear Satu Variabel Ditinjau Dari Gaya Kognitif Siswa

The main objective is to determine the students' conceptual understanding ability in terms of cognitive style. The type of research used is a qualitative research conducted at UPT SPF SMPN 49 Makassar. Research subjects as many as 4 people who were selected each 2 FD and 2 FI. The data collection technique used GEFT test, concept understanding ability test and interview. The instruments used were first validated by two experts. The data collected were analyzed by descriptive and qualitative analysis through the stages that include data collection, data reduction, data presentation, and drawing conclusions. Test the validity of the data using triangulation techniques. The results of this study conclude that there are differences in the ability to understand concepts of students with FI and FD cognitive styles with the description: (1) the ability to understand concepts of students with field dependent cognitive style (FD) fulfills the three indicators of giving examples and not examples of a concept, presenting concepts in various ways. form of mathematical representation, and apply concepts into problem solving, (2) The ability to understand concepts of students with field independent cognitive style (FI) fulfills the four indicators restating a concept, giving examples and not examples of a concept, presenting concepts in various forms of mathematical representation, and apply concepts to problem solving.

Field Dependent-Independent Cognitive Styles as Correlates of Reading Comprehension Performance among Form Two Students in Kiambu County, Kenya

The problem addressed by this study was that secondary school teachers in Kenya have largely ignored the cognitive learning styles of students in their pedagogical strategies. The teachers have been mostly using talk-chalk method, which may be attributed to dismal performance in reading comprehension in English especially in sub county secondary schools. Scholarly efforts to address this issue have majorly focused on non-cognitive factors. The study was anchored on the field dependence-independence theory of cognitive styles. This study used correlational research design. The sample size was 20 public day schools representing 11% and 860 form two students representing 10.6%. The study used a modified Group Embedded Figures Test and English comprehension test. The pilot study was carried out in two schools with a sample of 30 students to establish the reliability and validity of the research tools. Data analysis involved the use of Pearson correlation and t-test to test the research hypotheses with the aid of SPSS program version 23. The findings revealed that there was a significant relationship between field independent cognitive learning style and reading comprehension performance, r (452) = .32, P = .01. The results also indicated that there was a positive significant correlation between field dependent cognitive learning style and reading comprehension score, r (404) = .48, P = .00. The findings revealed that the mean score difference in reading comprehension performance of respondents with FI and FD cognitive learning styles was statistically significant, t (854) = -2.13, p = .03. The study recommends that curriculum designers and the developers of learning content should include cognitive learning styles in learning books to educate secondary school students on the importance of these styles in educational achievement. Teachers should use diverse teaching methods that cater for the different cognitive learning styles to improve reading comprehension performance.

Analisis Didaktis untuk Meningkatkan Hasil Belajar Calon Guru Fisika Ditinjau dari Gaya Kognitif dan Gaya Belajar

This study aims to analyze the learning outcomes of prospective physics teachers in terms of cognitive and learning styles. The sample consisted of 47 prospective physics teachers at the University of Mataram. The instruments used consisted of the Group Embedded Figures Test (GEFT), the VAK learning style questionnaire, and the learning outcomes test instrument. The research data were then categorized and analyzed using descriptive statistics to see a picture of student learning outcomes in terms of their learning styles and cognitive styles. Based on the results of data analysis, it can be seen that there are differences in learning outcomes between students who have a field independence (FI) cognitive style and students who have a field dependence (FD) cognitive style. Students who have FI cognitive style tend to get better scores when compared to FD. When viewed from the learning style, it can be seen that the number of students who have visual learning styles is 46.80%, audio is 8.51%, and kinesthetic is 44.68%. Students who have a kinesthetic learning style tend to get better scores when compared to students who have a visual and audio learning style. By paying attention to the characteristics and percentage of students who have FI and FD cognitive styles and students who have visual, audio, and kinesthetic learning styles, one alternative learning that can be used to improve student learning outcomes is cooperative or experimental-based collaborative learning model.

Analisis Miskonsepsi Siswa SMP pada Materi Relasi dan Fungsi Ditinjau dari Gaya Kognitif FI Dan FD

Misconception occurs when a person's conception of material differs from the conception stated by experts in the field. The misconceptions are related to the cognitive style of students. The purpose of this study was to describe the misconceptions experienced by students with Field-Independent (FI) and Field-Dependent (FD) cognitive styles on the topics of relations and functions. This type of research was qualitative research. The research subjects are students of class VIII-I SMPN 1 Jogoroto. Data collection techniques were tests and interviews. The results showed that the misconceptions of FI students were the concept of function, the concept of function in the arrow diagram, and the concept of function graphs and non-function graphs. The misconceptions experienced by FD students were the concept of function, the concept of function in the arrow diagram, the concept of codomain and range, the concepts of function graphs and non-function graphs.

Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

This study aims to evaluate the effectiveness of reflective practices in inquiry learning to train pre-service teachers' critical thinking skills viewed from cognitive styles. The quasi-experimental design was conducted with two sample groups given the same treatment at the pretest, reflective-inquiry practice learning, and posttest. Before the pretest, each sample was given GEFT (Group Embedded Figures Test) to determine the sample of the FI (field-independent) or FD (field dependent) cognitive style. Two sample groups were pre-service physics teachers (PPT) at two different universities in Mataram, Indonesia. The measurement of critical thinking employed essay tests. Critical thinking skills data were analyzed descriptively (mean difference scores of pretest-posttest and N-gain analysis) and statistically (independent sample t-test) employing SPSS software. The effectiveness of reflective inquiry learning is measured by increasing critical thinking scores where the minimum posttest has the "critical" criteria. The study results indicated that the tendency of cognitive style FI was more dominant than FD. The critical thinking measurement showed that each FD/FI group was categorized as "critical," and the increase of critical thinking scores in the two groups was categorized as a "moderate" category. In line with this, statistical analysis (hypothesis testing at a significance level of 0.05) showed no difference in the increase of critical thinking scores between PPT belonging to FD and FI. This study showed that the reflective practice in inquiry learning effectively improved the pre-service teachers' critical thinking skills with the FD and FI cognitive styles. Reflective practices are a new way of inquiry learning to train critical thinking and can be used as a reference for its structured implementation in regular lectures.

Profil Kemampuan Pemecahan Masalah Matematika Siswa Kelas VIII pada Materi Sistem Persamaan Linear Dua Variabel Ditinjau dari Gaya Kognitif

The purpose of this study was to describe the problem-solving ability of eighth-grade junior high school students in terms of cognitive style in solving two-variable linear equations. This research is a descriptive study using a qualitative approach. The subjects of this study were students of class VIII SMPN 1 Senduro, namely four students from each of two different types of cognitive styles. Collecting data using questionnaires, test methods, and interview methods. According to Polya, there are four steps in the problem-solving ability of students, namely understanding, planning, implementing, and re-checking. The results showed that students with a field-dependent cognitive style had difficulty in analyzing a problem because they could not apply the four Polya problem solving while the field independent type cognitive style was very able to apply the four problem-solving steps according to Polya, namely, understanding, planning, implementing, and doing recheck.

Effect of learning strategy and cognitive style on student’s narrative writing ability

In the class, most of the teacher use a single teaching strategy to students who have different cognitive styles when teaching narrative essays in the class. Therefore, it is necessary to improve teaching strategies in the teaching and learning process. The teaching strategies that fit with the cognitive style of students in order that the learning objective is improved. This paper investigates the effect of learning strategy and cognitive style on student’s narrative writing ability. This study was conducted on the VII grade students at Madrasah Tsanawiyah Ibnu Taimiyah Bogor, West Java. Treatment by level design and two-factorial ANOVA analysis with ? = 0.05 were applied in this experimental study. The sample was 40 students grouped into experiment classes and 40 students was grouped into control classes. There was a different ability in narrative writing in Bahasa Indonesia between students having field independent cognitive style (A1) and students having field dependent cognitive style (A2). Results of two-way interrow analysis of variance showed that Fcalculated (4.123) was higher than Ftable (3.97) at a significant level of ? = 0.05.

Effect of Synectic Model on Achievement Motivation in Relation to Its Cognitive Style Among Secondary School Students

The Synectic method assists in achieving goals in the English language by incorporating reflective and imaginative tools rendering the teaching-learning process more interactive and breaking the monotonous routine of a classroom. Achievement motivation typically refers to the level of one’s motivation to engage in achievement behaviour. Achievement is task-oriented behaviour that allows the individual’s performance to be evaluated according to some internally or externally imposed criterion that involves the individual in competing with others, or that otherwise involves some standard of excellence. The study examines the effect of the Synectic model on achievement motivation with its cognitive styles among secondary school students. The sample for the investigation comprised 100 students of class IX English medium private schools of Patiala affiliated to CBSE within the age ranges of 13-15 years. The results show that the mean gain achievement motivation of the group taught by the Synectic model was significantly higher than the group taught through the conventional method. The mean gain achievement motivation of the field-independent cognitive style group was also significantly higher than the field-dependent cognitive style group. The interaction effect of the different instructional strategies with different cognitive styles in respect of gain achievement scores on achievement motivation was also significant.

Добавена реалност при онлайн обучението на учители за придобиване на дигитална компетентност

The article presents an approach applied in the online training of pre-service teachers to acquire digital competence. The content of the concept of ‘digital competence’ in its sustainable and variable component is clarified. The understanding of ‘augmented reality’ to e-learning objects is presented. Two forms of ‘augmented reality’ have been proposed to visualize video information to a clarified concept. The first one is presented via a QR code for quick access and applicable for mobile learning. The other is provided by icons and is applicable to e-learning with a computer. It is believed that ‘augmented reality’ can differentiate students’ online learning according to the field-dependent and field-independent cognitive style and their preferences on the use of different digital learning devices.

Process-Oriented Routines of Students in Heterogeneous Field Dependent-Independent Groups: A Commognitive Perspective on Solving Derivative Tasks

<p style="text-align: justify;">Students are more likely to obtain correct solutions in solving derivative problems. Even though students can complete it correctly, they may not necessarily be able to explain the solution well. Cognition and communication by the students will greatly affect the subsequent learning process. The aim of this study is to describe students’ commognition of routine aspects in understanding derivative tasks for heterogeneous groups of cognitive styles-field dependent and independent. This qualitative study involved six third-semester mathematics education students in the city of Palu, Indonesia. We divided the subjects into two groups with field-independent (FI) and field-dependent (FD) cognitive styles. The first group consisted of two FI students and one FD student, and the second group consisted of two FD students and one FI student. Moreover, the subjects also have relatively the same mathematical ability and feminine gender. Data was collected through task-based observations, focused group discussions, and interviews. We conducted data analysis in 3 stages, namely data condensation, data display, and conclusion drawing-verification. The results showed that the subjects were more likely to use routine ritual discourse, namely flexibility on the exemplifying category, by whom the routine is performed on classifying and summarizing categories, applicability on inferring category, and closing conditional on explaining category. The result of ritual routine is a process-oriented routine through individualizing. This result implies that solving the questions is not only oriented towards the correct answers or only being able to answer, but also students need to explain it well.</p>

Analisis Kemampuan Komunikasi Matematis Tertulis dalam Menyelesaikan Masalah Matematika Ditinjau dari Gaya Kognitif Siswa Kelas VIII SMP

This study aims to analyze the written mathematical communication skills through the lence of cognitive style of the eighth-grade students of SMP Negeri 4 Praya Barat Daya in the academic year 2020/2021. With the subjects of research used is 4 students of class VIII A which is taken were in the form of GEFT test results . This study is a descriptive study. The instrument used is test GEFT and written mathematical communication skills test. The findings of the study showed that (a) Students with field-independent cognitivestyle depictedproper written mathematical communication skill. Students at this level were able to state ideas or mathematical solutions in their own language clearly and precisely, they also were able to state problems in the form of pictures, and were able to write down mathematical ideas and explanations correctly but were still not optimal. (b) Students with a field-dependent cognitive style had good mathematical communication ability. Students at this level were able to state ideas or mathematical solutions in their own language properlyyet are still incomplete, they were still not optimal in addressing problems in the form of images, and lastly, they werealso able to write mathematical ideas and explanations clearly and accurately.

Analysis of the Mathematical Problem-Solving Characteristics Based on Cognitive Style on Students in the VIII Grade

This study aims to analyze the students’ mathematical problem-solving characteristics based on cognitive style that is field independent, field dependent, reflective, and impulsive. Fourty-five students of VIII grade at PGRI 5 Junior High School were involved. The students were given 4 descriptive math problems. The result showed that the characteristics of independent field cognitive style showed that could understand the problems, determined the right problem planning, careless in solving, and did not re-check the answer. The subject could solve questions faster than the specified time, but the answer was wrong. For the characteristics of field dependent cognitive style, they could understand the problems, determined the right problem planning, careless in solving, and did not re-check the answer. The subject could not solve questions on time, but the answers tended to be correct. For the characteristics of reflective cognitive style, they did not understand the problems, determined the right problem planning, quite careless in solving, and did not re-check the answer. The subject could solve questions faster than the specified time, but the answer was wrong. For the characteristics of impulsive cognitive style, they did not understand the problems, determined the right problem planning, quite careless in solving, and did not re-check the answer. The subject could solve questions on time, but the answers tended to be wrong.

The Effect of Learning Strategy and Cognitive Style on Students’ Narrative Writing Ability

In the class, most of the teacher use a single teaching strategy to students who have different cognitive styles when teaching narrative essays in the class. Therefore, it is necessary to improve teaching strategies in the teaching and learning process. The teaching strategies that fit with the cognitive style of students in order that the learning objective is improved. This paper investigates the effect of learning strategy and cognitive style on student’s narrative writing ability. This study was conducted on the VII grade students at Madrasah Tsanawiyah Ibnu Taimiyah Bogor, West Java. Treatment by level design and two-factorial ANOVA analysis with α = 0.05 were applied in this experimental study. The sample was 40 students grouped into experiment classes and 40 students was grouped into control classes. There was a different ability in narrative writing in Bahasa Indonesia between students having field independent cognitive style (A1) and students having field dependent cognitive style (A2). Results of two-way interrow analysis of variance showed that Fcalculated (4.123) was higher than Ftable (3.97) at a significant level of α = 0.05. The findings showed the ability to write a narrative writing in Bahasa Indonesia of students having a field independent cognitive style was higher than that of students having a field dependent cognitive style.