Field-dependent Students Research Articles

ANALISIS LITERASI MATEMATIS SISWA SMP DALAM MENYELESAIKAN SOAL ALJABAR BERORIENTASI AKM NUMERASI DITINJAU DARI GAYA KOGNITIF

The aims in this research is to identify the mathematical literacy skill of student based on cognitive style, specifically field independent (FI) and field dependent (FD), in solving AKM numeracy oriented problems in algebra content on SPLDV material. Descriptive qualitative are applied as the method with data collected through written test, interview, and documentation, validated using triangulation technique. The study use three main stages in data analysis: reducing data, presenting data, and make conclusion. The findings show that field independent student excel in various mathematical literacy indicator compared to field dependent students, including communications skill, devising strategies for solving problems, reasoning and argument, using symbolic, operations, technical language and formal language. However, field independent student still face challenges in mathematization and representation, especially in non-routine problems. Meanwhile, field dependent student have advantages in mathematical literacy indicators such as communications skill, reasoning and argument, using symbolic, operations technical language and formal language, thus requiring more assistance and explanations to achieve the same result as field independent students.

MATHEMATICAL LITERACY ABILITY OF STUDENTS FROM A COGNITIVE STYLE PERSPECTIVE ON RATIONAL NUMBERS

This study aims to describe mathematical literacy skills reviewed from cognitive styles of studdents. This study is a descriptive research with a qualitative approach. The subjects of this study consist of 4 students in grade VII A SMP Negeri 1 Ganeas in the odd semester for the 2023/2024. The instruments used in this study were a mathematical literacy ability test, the Group Embedded Figure Test (GEFT) test to find out the type of student cognitive style, and interview guidelines. The results of this study show that students with a field independent cognitive style have better mathematical literacy abilities than field dependent ones. Field independent students met almost all levels of mathematical literacy indicators, while field dependent students only met 3 levels of mathematical literacy abilities

The Flipped Classroom Approach: A Review of Cognitive Styles and Academic Performances.

There has beena surge in the efforts to efficiently improve students' academic performance recently such that their depth of learning as well as their academic attainment is elevated. The identification of the needs and requirements of students is imperative for this to materialize.The classroom setting differs around the globe, with several factors affecting how teaching and learning are conducted. Versatile cognitive preferences amongstudents also play a unique role in the way they acquire education. Active learning is a strategy that challenges the traditional teacher-centered paradigm. One such technique in active learning involves the "flipped classroom," also called "inverted classroom." The flipped classroom has been introducedas a novel educational technique in numerous areas of learning and has proven to have a more favorable influence. The concept of the flipped classroom is relatively novel in this regard. The idea and application of flipped classrooms and their effect on the academic performance of students with different cognitive styles have been studied by many researchers. Didactic lectures usually take a back seat (as supportive videos) to facilitate student learning in this format. This review aims to examine the mechanisms through which the flipped classroom approach affects the two cognitive styles: field-dependent and field-independent. The online component of the flipped classroom favors the field-independent students and helps them perform better through an in-class session as compared to the field-dependent students. The review further discusses the benefits of the flipped classroom for both field-dependent and field-independent students.

Analisis Kemampuan Representasi Matematis Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent

This study focuses on using different cognitive styles to solve mathematical issues. Their cognitive styles can be observed when students work on mathematical problems involving mathematical representation skills. Furthermore, the analyst should assess the mathematical representation abilities of pupils at MTsN 1 Banda Aceh using the field-dependent (FD) and Field Independent (FI) cognitive styles. A descriptive, qualitative technique is used. This study employs purposive sampling procedures and focuses on two pupils from class VIII-2, one identified as FD and the other as FI. Instruments utilized include representation skill tests, interview guidelines, and GEFT questions. Analyzing the research data involves data reduction, presentation, triangulation, and conclusion formulation. The research findings point to many conclusions: (1) FI students find it easier to understand issues, can provide better conceptual explanations, solve problems faster, and explain their solutions accurately. (2) FD students have more difficulty solving issues because they rely on teacher directions. Additional concerns include their failure to analyze and comprehend information and retain concepts from challenges effectively. It is envisaged that students will understand their cognitive types to improve their mathematical representation skills in math and other courses.

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.

Analysis of Field Dependent and Field Independent Cognitive Styles in Solving Science Problems in Elementary Schools

This research aims to determine the results of the Science Problem Solving Test, describing students' Field Dependent and Field Independent cognitive styles in solving science problems. The research method used is Mixed Methods, which uses Sequential Explanatory Design. The research results showed that the field-independent and field-dependent students' science problem-solving tests were good. This is proven by using a one-sample t-test with a Sig (2-tailed) result of 0.005. which is smaller than 0.05. The cognitive style of field-dependent students in solving science problems, according to the Polya Stage theory, have difficulty absorbing information, so they do not understand the problem and are unable to explain using their sentences, think globally. The cognitive style of field-independent students in solving science problems is effortless to absorb information so that they can understand the situation thoroughly, analytically, and systematically so that they can present the correct solution steps by determining arithmetic operations that are relevant to the problem.

Students' Creative Thinking in Solving Numeracy Problems Based on Cognitive Style

The research aims to describe the character of solving numeracy problems based on students' cognitive styles. Research instruments include teacher questionnaires, cognitive style test instruments, numeracy problem-solving test instruments, interview guides, and documentation. Data from cognitive style tests and interviews are explained descriptively to select research subjects. The subjects of this research were 32 students in class VIII of state junior high schools in Jombang. Data from numeracy tests, interviews, and documentation were analyzed to describe the subject's creative thinking abilities. The results of the research show that field-independent students think of more than one answer in a variety of ways, and succeed in breaking down the details of an idea object into different ways or methods. It also fulfills the creative thinking indicators of novelty and provides a new art in solving numeracy problems that is pure. Meanwhile, field-dependent students have not provided different ideas or ideas as a form of process for solving numeracy problems in different ways. Even though the field-dependent student provided a correct solution to the problem, it did not meet the novelty indicator.

The influence of cognitive style differences on foreign language learning strategies

Finding out how different cognitive styles affect the strategies chosen for learning a foreign language was the driving force behind this research. The rapid pace of globalization has made fluency in more than one language an essential component of every well-rounded person’s toolbox. However, in the actual learning process, there are significant achievement differences between students, which is not only related to language talent, but also influenced by individual cognitive style. By reviewing the relevant literature, this paper gives a clear definition and classification of cognitive style, and gives an overview of foreign language learning strategies. On this basis, 150 foreign language learners from different schools were surveyed by a combination of questionnaire and interview. Students’ use of various tactics for learning a foreign language is influenced by their cognitive styles, according to the results. Metacognitive methods are more commonly used by students who are independent in their subject, whereas field-dependent students depend more on tactics that involve social and emotional support. Furthermore, the study concluded that in order to maximize the effectiveness of instruction, educators should use more individualized approaches that take into account individuals’ unique cognitive styles. In addition to offering concrete recommendations for enhancing the current state of foreign language instruction, this study offers a fresh viewpoint on the unique characteristics of language learners.

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

THE EFFECT OF USING AUTHENTIC MATERIALS ON READING COMPREHENSION ACROSS SECONDARY STUDENT’ COGNITIVE LEARNING STYLE

The teaching of reading nowadays is urged to empower students to cope with 21st century literacy challenges and to develop prevailing 21st century. Further, English teachers have to implement interesting and creative materials and strategies to motivate students in learning English. Compared to non-authentic materials, authentic materials seemed more promising to fulfill the demand. The aim of this study was to investigate whether or not the use of authentic materials in the classroom in teaching reading comprehension is effective toward students’ cognitive learning styles. The effect of authentic materials was compared to the non-authentic ones. This study employed a quasi-factorial 2 x 2 design and involved 68 tenth graders SMKN 3 Banjarmasin, South Kalimantan Province. The instruments used were reading comprehension posttest and GEFT. Statistical analysis was performed using SPSS 23.0 to test hypotheses at .05 level of significance. The results showed that authentic materials improved students’ reading comprehension compared to the non-authentic ones. It conforms to the theory of authentic materials and the previous studies indicating authentic material is effective in improving students’ reading comprehension. It was further found that there was no significant difference in the reading comprehension between field independent and field dependent students. Based on the results, it can be concluded that using authentic materials is promising alternative materials to help students increase students’ reading comprehension with different cognitive learning styles.

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.

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.

Analysis of Algebra Communication Skills and Creative Thinking Skill Levels: In Terms of Cognitive Style

The students have difference in cognitive style. This research aimed to describe and analyze students’ communication skills and creative thinking skill level in view of field dependent and independent cognitive style on algebraic concept. Algebra communication skill is essential skill needed for solving mathematical problems. Algebra must be mastered by the students because related to other materials. Algebra topic analyzed in this study is quadratic equation word problems. The indicators of communication skill include (1) able to state the situation into mathematical notations, structures or symbols, (2) able to demonstrate and describe unique algorithms in problem solving, and 3) able to construct and explain real-world phenomena in graph, sentence, equation, table or other presentation. The student level of creative thinking skill can be seen from fluency, flexibility and novelty. This research used a mixed-method. The object were 16 students of junior high school in Tangerang. The data collection techniques used test and interview. Cognitive styles are grouped using the Group Embedded Figure Test (GEFT) which divide the students into field dependent (FD) and field independent (FI). The results of the study indicated that algebra communication skill of students with FD and FI were not different significantly in problem solving. Both are able to understand the problems into mathematical expressions, but not all groups state the correct mathematical equations. The students used different strategy to solve the problems. FD students used less detailed strategy, incomplete analysis, think generally, and not quite precise in writing mathematical equations, while FI students provided detailed explanations, better accuracy, think more flexibly, and state mathematical equation precisely. In general, they have same creative level.

PROFIL KEMAMPUAN LITERASI MATEMATIKA SISWA BERDASARKAN GAYA KOGNITIF

This type of research used is descriptive research with a qualitative approach because the purpose of this study was to describe the profile of students ' mathematical literacy abilities based on cognitive style. This research was conducted at SMA Dr. Soetomo Surabaya in the 2022/2023 academik year. The subjects of this study were four students of X-MIPA 1 grade, namely one male FI student, one female FI student, one male FD student, and one female FD student. The research instrument was a test of students’ mathematical literacy based on PISA indicators. Mathematical literacy indicators are based on six levels of students’ mathematical literacy. Based on the analysis of the data on the results of the mathematical literacy test, it was obtained a profile description of the mathematical literacy ability of Dr. Soetomo High School namely (1) independent field students are able to work effectively with models in concrete but complex situation, present different information and relate it to real situation. Meanwhile (2) field dependent students are able to carry out the procedures well and choose and apply simple problem solving strategies and can interprete and represent situations.

Profile of Mathematics Communication Ability of Seventh-Grade Students in Solving Set Problems Based on Cognitive Style

This study aims to describe the profile of students' mathematical communication ability in solving set problems in terms of field-dependent and field-independent cognitive styles. This research method includes qualitative descriptive research. In this study, the collected data was in the form of words so that it did not emphasize numbers. Participants in this study consisted of three students with a field-dependent cognitive style and three students with a field-independent cognitive style from class VII at one of the junior high schools in North Central Timor Regency. The instruments used are a mathematical communication ability test, Group Embedded Figure Test, and interviews. The results showed that students with a field-independent cognitive style have high mathematical communication abilities. This can be seen from the test results of the three field-independent students who are able to express mathematical ideas through oral, written, demonstration and describe in visual form, are able to analyze, interpret, and evaluate mathematical ideas through oral, written, and other visual forms, and are able to use terms, mathematical notations, and their structures to present ideas, describe relationships, and situation models when solving problems mathematical sets. Meanwhile, students with a field-dependent cognitive style have low mathematical communication abilities. This can be seen from the results of the mathematics communication ability test of the three field-dependent students who have not been able to meet all the indicators of mathematical communication.

ANALYSIS OF STUDENT ERROR BASED ON NEWMAN'S PROCEDURE IN SOLVING HOTS TYPES REVIEWING FROM COGNITIVE STYLE FI and FD

The purpose of this study was to determine the types of errors and the causes of errors made by students in solving HOTS type questions for SPLTV material based on Newman's procedure in terms of the cognitive style of class X students of Senior High School number six Denpasar. The method of this research is a qualitative method. The data was collected by means of the HOTS test, GEFT, interviews, and documentation. The subjects of this study were students of class X IPA 1 SMA Negeri 6 Denpasar which were then grouped based on cognitive styles, namely Field Independent (FI) and Field Dependent (FD) students and the number of errors in each cognitive style in answering HOTS questions was categorized into 3, namely errors quite complex, complex, and very complex. The average percentage of FI student errors is 38.88%. The average percentage of FD students' errors is 55.55%. The errors of students with cognitive style FD are more than students with cognitive style FI. The causes of errors in the subject of FI are (1) less calm in working on questions, (2) lack of knowledge of the steps that must be taken to solve problems, (3) lack of time in solving problems. completion process, and (4) no re-checking of written answers. The causes of FD student errors are (1) incomplete in reading the questions, (2) in a hurry to finish quickly, (3) not knowing what is known in the questions implicitly, and (4) not checking again.

STUDENTS' REFLECTIVE ABSTRACTION LEVEL IN SOLVING MATHEMATICS PROBLEMS BASED ON COGNITIVE STYLES FIELD INDEPENDENT (FI) AND FIELD INDEPENDENT (FD)

Reflective abstraction is an activity to construct mathematical concepts through similarities and combinations of existing structures and reorganized into four levels: (1) recognition, (2) representation, (3) structural abstraction, and (4) structural awareness. Each individual has different characteristics of cognitive style in processing information. Differences in cognitive style affect the individual's ability to understand the problem. This study aims to describe students' level of reflective abstraction in solving mathematical problems in terms of field-independent (FI) and field-dependent (FD) cognitive styles. This research is a qualitative descriptive study. Task-based interviews carried out the data collection technique. The results are that field-independent (FI) students can correctly perform all levels of reflective abstraction in the stages of solving mathematical problems, but field-dependent (FD) students can only do abstraction on the introduction and representation.

ANALYSIS OF STUDENTS’ ERRORS IN SOLVING CURVED FACE THREE-DIMENSIONAL PROBLEMS BASED ON KASTOLAN’S STAGE REVIEWED FROM FIELD DEPENDENT AND FIELD INDEPENDENT COGNITIVE STYLES

This study aims to analyze the types of errors made by students in solving curved face three-dimensional problems based on Kastolan’s stages reviewed from field-dependent and field-independent cognitive styles. This study uses descriptive research with a qualitative approach. The subjects in this study were 4 students of class IX A SMP Muhammadiyah 1 Jember who had completed the cognitive style test and soblukan ethno mathematical story questions, then continued with interviews to obtain more in-depth information. The subject was chosen based on the work of students who made the most mistakes according to the Kastolan error stage indicator. The results obtained in this study are field-dependent students mostly make conceptual, procedural, and technical errors. The form of conceptual error experienced was that students misinterpreted the problem in the form of pictures, students did not conceptualize the height of the cone, and students misinterpreted the shape of the cylinder. The form of procedural error experienced was wrong in determining the formula and students were wrong in determining the surface area of ​​the soblukan’s lid. The form of technical error experienced, students were wrong in doing calculations. The field-independent students made more technical errors. The form of technical error is that students are wrong in doing calculations. Through this research, it is expected that teachers can design learning to minimize student errors in solving problems by looking at the types of errors that have the most.

The spatial thinking process of the field-dependent students in reconstructing the geometrical concept

<p><span lang="EN-US">Reconstructing geometrical concepts requires a spatial thinking process, so the spatial thinking process will be correct and complete. The phenomena of cognitive style differences cause different perceptions and thinking activities to solve geometric problems. This qualitative-explorative research describes the spatial thinking process of students with field-dependent cognitive styles in reconstructing the concept of spatial geometry based on the theory of Action-Process-Object-Schema (APOS). The research subjects were 27 students and obtained five students with field-dependent cognitive styles. The researchers used a purposive sampling technique from the subjects with a certain consideration. The researchers selected a student that met the three elements of spatial thinking and the five indicators of spatial ability. This research collected the data with interviews, documentation, and group embedded figure test (GEFT). The analyzing techniques used data collection, data reduction, data presentation, and concluding. The spatial thinking process of the field-dependent students had a spatial category with three indications: i) Inaccuracy in the elements of representational thinking; ii) The inaccuracy of spatial perception indicators; and iii) Not using de-encapsulation mental mechanisms.</span></p>

Analisis Kesalahan Konseptual dan Prosedural Dalam Menyelesaikan Soal Matematika Materi Penerapan Turunan Fungsi Aljabar Ditinjau dari Gaya Kognitif Siswa di SMA Negeri 1 Gunungsari

The purpose of the research is to identify the conceptual and procedural error of eleventh grade students in solving problems in the Applications of Derivatives of Algebraic Functions based on Cognitive Style. The subjects of this research are eleventh grade students of SMA Negeri 1 Gunungsari. The four selected subjects consist of two field independent students and two field dependent students. This research is included in the type of descriptive qualitative research. Data collection techniques were carried out in three stages, namely the GEFT test, a written test about the description of Mathematics for the application of Algebraic Function Derivatives, and interviews. The result of this study shows that the field independent students committed one conceptual error and four procedural errors with different indicators. Meanwhile the field dependent students committed three conceptual errors and three procedural errors with different indicators. The differences between the field independent and field dependent students error are be able to know based on the error type. The field independent students tend to make procedural errors. Meanwhile the field dependent students tend to make conceptual errors.