Number Sense Siswa dalam Pemecahan Masalah Matematika Ditinjau dari Gaya Kognitif Verbalizer

Abstract

This study aims to describe the student's number sense in solving math problems in terms of the verbalizer's cognitive style. This is qualitative research, with research instruments are cognitive style tests, problem-solving tests, and interview guides. The results showed that (1) at the reading and thinking stage, the students' could identify questions and explain mathematical terms and numbers in the questions appropriately, (2) at the exploring and planning stage, the students' could determine the steps to take from solving the problem through an example, (3) at the phase of choosing a strategy, the students' could find the relationship between the numbers in the matter and state the appropriate formula to solve the problem, (4) in the search for answers, the students' could perform mental calculations and estimate calculations in the form of root prediction and rounding of numbers with accuracy, and (5) at the reflecting and expanding stage, the students wrote the final result of the answer in detail and wrote the conclusions on each calculation result obtained, and corrected again the results of his work.

Mathematics Problem Solving Based on Cognitive Style to Determine of Student Reasoning Abilities in the Covid-19 Pandemic Era

“…However, both of them have something in common that is capable of investigating questions, preparing plans and implementing plans that have been made. This is in line with the results of research conducted by Annur, Sujadi, & Subanti that the students in the independent field cognitive style category appear to be more fluent, faster in execution and come up with answers that he already believes as the correctness (Annur, Sujadi, & Subanti, 2016). A similar opinion was conveyed by Ngilawajan that students with independent fields are not too difficult in separating essential information from their context and are more selective in absorbing the information they already received (Ngilawajan, 2013).…”

Analisis keterampilan metakognisi siswa dalam memecahkan masalah Asesmen Kompetensi Minimum (AKM) ditinjau dari gaya kognitif

“…Penelitian ini dilakukan di SMP Negeri 1 Sambi, Kabupaten Boyolali, Jawa Tengah. Kajian ini berjenis penelitian kualitatif deskriptif, yaitu kajian yang berupaya guna memahami peristiwa yang dialami oleh subjek kajian secara menyeluruh dan merepresentasikannya dengan kata/bahasa dalam konteks yang wajar dengan bermacam cara alami (Annur, Sujadi, & Subanti, 2016). Pelaksanaan kajian ini bermaksud guna menganalisis keterampilan metakognisi siswa dalam memecahkan permasalahan asesmen kompetensi minimum (AKM) ditinjau dari gaya kognitif.…”

“…Dari sini bisa memberi simpulan bila pemecahan permasalahan memang benar bahwa siswa bergaya kognitif field independent lebih berhasil dibanding siswa bergaya kognitif field dependent. Sama seperti kajian milik Annur et al (2016), bila melalui soal-soal yang sulit mendorong siswa bergaya kognitif field independent guna menjalankan fungsi metakognitifnya dengan lebih baik. Tantangan-tantangan ini mendorong siswa untuk secara spontan mengembangkan rencana, memantau implementasi, dan mengevaluasi tindakan mereka.…”

Kemampuan Penalaran Matematis Siswa Dalam Memecahkan Masalah Aljabar Berdasarkan Gaya Kognitif Field Independent

“…Berdasarkan uraian diatas, maka siswa yang memiliki gaya kognitif Field Independent dalam memecahkan masalah aljabar memiliki nilai rata-rata sangat baik dalam melaksanakan perhitungan matematis. Hal ini sesuai dengan hasil penelitian Annur, Sujadi, & Subanti (2016) menunjukkan bahwa siswa dengan field independent terlihat lebih lancar, lebih cepat dalam pengerjaan dan memunculkan jawaban yang sudahia yakini kebenarannya. Menurut Ngilawajan (2013) juga menyatakan bahwa siswa dengan field independent tidak terlalu sulit dalam memisahkan informasi yang esensial dari konteksnya dan lebih selektif dalam menyerap informasi yang diterima.…”