Kemampuan Pemecahan Masalah Matematika Siswa dengan Gaya Kognitif Field Dependent dan Field Independent
Abstract
This study is a qualitative descriptive research with the aim of describing students' mathematical problem solving with Field Dependent (FD) and Field Independent (FI) cognitive styles. The subjects of this study consisted of 2 grade VIII junior high school students with Field Dependent (FD) and Field Independent (FI) cognitive styles. The selection of both subjects also considers equal mathematical ability, equal gender, communicative, and willing. The data is analyzed based on the polya problem-solving stages, namely understanding the problem, planning the solution, implementing the solution plan, and rechecking. The results of the study showed that the mathematical problem solving of the two students in solving the problem was relatively the same. At the stage of understanding the problem, both students are able to write down what is known and what is asked in the question, but FD tends to write the same thing about what is in the problem while FI uses his own language. At the stage of planning the settlement of FD fans, FIs are equally able to make strategies or steps to solve the problem. At the stage of implementing the settlement plan, FD and FI are both able to carry out the strategy that has been prepared previously. FI is confident that the answer obtained is correct. However, it is different from FD where he is not sure or doubtful about the answer because in the process of solving the problem there are errors caused by lack of thoroughness. At the stage of re-checking, the FI confidently said that he had re-examined carefully and was confident in the answers obtained. In contrast to FD who said he had double-checked but was not sure whether the answer obtained was correct or not.
Downloads
References
Colomeischia. (2014). The Student Emotional Life and Their Attitude Toward Mathematics Learning. Procedia Social and Behavioral Science, 180, 744- 750.
Damayanti, N., & Kartini, K. (2022). Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMA pada Materi Barisan dan Deret Geometri. Jurnal Pendidikan Matematika, 11(1), 107–118.
Herlambang. (2013). Analisis Kemampuan Pemecahan Masalah Matematika Siswa Kelas VII-A SMP Negeri 1 Kepahiang tentang Bangun Datar Ditinjau dari Teori Van Hiele. Tesis. Universitas Bengkulu.
Himmah, W. I., Waluya, S. B., & Dewi, N. R. (2022). Kemampuan Mahasiswa Calon Guru Matematika dalam Membuat Soal Tipe Pemecahan Masalah Kontekstual. Seminar Nasional Matematika dan Pendidikan Matematika, 344-349.
Istiqomah, N. & E.B. Rahaju. (2014). Proses Berpikir Siswa Sekolah Menengah Pertama (SMP) Dalam Menyelesaikan Soal Cerita Matematika Berdasarkan Gaya Kognitif pada Materi Bangun Ruang Sisi Lengkung. Jurnal Ilmiah Pendidikan Matematika, 3(2), 144-149.
Kania, N., & Ratnawulan, N. (2022). Kompetensi Matematika: Kemampuan Pemecahan Masalah Matemtis Siswa Menurut Polya. Journal Of Research in Science and Mathematics Education (J-RSME), 17-26.
Sajadi, M., Amiripour, P., & Malkhalifeh, M.R. 2013. The Examining Mathematical Word Problems Solving Ability Under Efficient Representation Aspect. International Scientific Publications and Consulting Services. Journal of Mathematics.
Nasution, F., Dinata, A. P., & Handriani, P. (2023). Pembelajaran Kognisi Di Daerah Isi. Jurnal Edukasi Nonformal, 377-387.
NCTM. (2000). Principles And Standards For School Mathematics. Reston.
Polya, G. (2004). How to Solve It. New Jersey: Princeton University Press.
Polya, G. (1973). How to Solve it, A new Aspect of Mathematical Method. New Jersey: Princeton University Press.
Rohmani, D., Rosmaiyadi, & Husna, N. (2020). Analisis Kemampuan Pemecahan Masalah Matematis Ditinjau dari Gaya Kognitif Siswa pada Materi Pythagoras. Variabel 3(2), 90-102.
Saad, N.S., & Ghani, A. S. (2008). Teaching mathematics in secondary school:Theories and practices. Perak: Universiti Pendidikan Sultan Idris.
Suttrisno, S., Habibullah, R., & Ulya, K. (2023). Pengembangan Media Pembelajaran Math Garden dalam Meningkatkan Kemampuan Numerasi pada Kelas II Sekolah Dasar. Edukatif: Jurnal Ilmu Pendidikan, 5(2), 934-943.
Vendiagrys, L., Junaedi, I., & Masrukan. (2015). Analisis Kemampuan Pemecahan Masalah Matematika Soal Setipe TIMSS Berdasarkan Gaya Kognitf Siswa Pembelajaran Model Problem Based Learning. Unnes Journal of Mathematics Education Research, 4(1), 34-41.
Witkin, A. H., Moore, A. C., Goodenough, R. D., & Cox, W. P. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review Of Educational Research, 1-64.
Copyright (c) 2024 Hasdi Hasdi, Manuharawati Manuharawati, Raden Sulaiman
![Creative Commons License](http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Please find the rights and licenses in EDUKASIA. By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
1. License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
2. Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User/Public Rights
EDUKASIA's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, EDUKASIA permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and EDUKASIA on distributing works in the journal and other media of publications. Unless otherwise stated, the authors are public entities as soon as their articles got published.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
- Copyright and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in own future works, including lectures and books,
- The right to reproduce the article for own purposes,
- The right to self-archive the article,
- The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (EDUKASIA: Jurnal Pendidikan dan Pembelajaran).
5. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. EDUKASIA will not be held liable for anything that may arise due to the author(s) internal dispute. JOSI will only communicate with the corresponding author.
6. Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that EDUKASIA entitles the author(s) to no royalties or other fees.
7. Miscellaneous
EDUKASIA will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. EDUKASIA's editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.