Misconception of Student: Difference Field Independent-Dependent Cognitive Style

Abstract

This study aims to describe the differences in students' misconceptions with field-independent and field-dependent cognitive styles. This research is a descriptive-qualitative research involving junior high school students in Palu city. The subject of this study consisted of two female students, having a field-independent cognitive style and field dependent. The results showed differences in the misconceptions of field-dependent and field-independent students, namely field-dependent students including: (a) misconceptions in the use of distributive properties and algebraic addition operations, (b) misconceptions of basic mathematical concepts in determining mathematical models in the form of equations, (c) misconceptions in applying the concept of equivalent equations. While, field-independent students only experienced misconceptions in applying the concept of equivalent equations. The causes of misconceptions filed-dependent are the initial concept of the wrong student, the stage of cognitive development of the student, students' associative thinking and intuition. While field-independent is associative thinking and intuition is wrong.