Proses Berpikir Siswa SMA dalam Memecahkan Masalah Matematika Materi Turunan Ditinjau Dari Gaya Kognitif Field Independent dan Field Dependent

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses berpikir siswa dengan gaya kognitif yang berbeda, yaitu siswa dengan gaya kognitif Field Independent (FI) dan siswa dengan gaya kognitif Field Dependent (FD). Penelitian dilakukan pada SMA Negeri 1 Manyar-Gresik. Subjek yang digunakan dalam penelitian ini sebanyak 2 orang siswa yang diambil dari kelas XI IPA-2, yaitu 1 siswa dengan gaya kognitif FI dan 1 siswa dengan gaya kognitif FD. Materi turunan diberikan untuk melihat proses berpikir kedua subjek dalam memecahkan masalah. Hasil penelitian menunjukkan perbedaan signifikan kedua subjek pada langkah memahami masalah, yaitu subjek FI memahami masalah lebih baik bila dibandingan dengan subjek FD. Selain itu, subjek FI menunjukkan pemahaman yang baik terhadap konsep turunan bila dibandingkan dengan subjek FD.

Mathematical Ability of Elementary School Students Based on Cognitive Style and Gender

“…This means that the mean of mathematical ability of students with FI cognitive style is significantly higher than students with FD cognitive style. The facts of this study are corroborated by the assertion that students with FI cognitive style tend to be more analytical in viewing a problem than students with FD cognitive style [6], thus it influences their learning outcomes.…”

“…The fundamental difference between these two cognitive styles is seen on how students perceive a problem. Students with FI cognitive style tend to be more analytical in looking at a problem than students with FD cognitive style [6]. Another fact mentioned that students with FD cognitive style find difficulties in processing, but easy to interpret when the information is manipulated according to context.…”

The Students' Creative Thinking Process based on Wallas Theory in Solving Mathematical Problems viewed from Adversity Quotient /Type Climbers

“…These changes and developments require that human resources have the capacity to think logically, critically, creatively, initiatively and adaptively to change and development (Prianggono, 2013). Based on the standard content of the basic and secondary education units of mathematics subjects that mathematics lessons are given to students have the ability to think logically, analytically, systematically, critically, and creatively, as well as the ability to cooperate (Febriani & Ratu, 2018;Ngilawajan, 2013;Rahmatina, Sumarmo, & Johar, 2014;Sasmita, Hudiono, & Nurasangaji, 2015). In line with the curriculum development aims to improve the quality of the student in order to develop creative thinking skills so the student can follow the development of the era of globalization (Kurniawan, Kusmayadi, & Sujadi, 2015).…”

“…Then the research using Wallas's theory to think creatively in solving mathematical problems has also been carried out (Defitriani, 2014;Fauziyah et al, 2013;Kurniawan et al, 2015;Ratnasari, Hobri, & Trapsilasiwi, 2015;Sari et al, 2017). The Research by solving mathematical problems using Wallas theory to see the students' creative thinking processes can be viewed from gender differences (Hendriyati et al, 2017), in terms of student intelligence (Hidaya & Sutarni, 2017), in terms of cognitive style (Ngilawajan, 2013;Rahmatina et al, 2014;Susandi & Widyawati, 2017) and viewed from mathematical anxiety (Machromah et al, 2015) and to see the creative thinking process of students in solving mathematical problems in terms of personality types (Aziz et al, 2014;Hasanah & Putra, 2017) There has also been research on creative thinking using the theory of solving mathematical problems in terms of Adversity Quotient (AQ) (Widyastuti, 2015). This study conducted a renewal, the writer used Wallas theory to see the creative thinking process of students in terms of Adversity Quotient type of climbers.…”

An Analysis of Grade IV’s Error on Whole Number based on Newman Procedure’s Cognitive Style

“…Some previous studies reveal that cognitive style influences students' ability to solve problems. Research conducted by Ngilawajan concludes that students with independent field cognitive style were better at understanding problems than students with field dependent cognitive styles [8]. In addition, Akaramunnisa and Sulestery also state that field independent students with high initial abilities can understand and solve problems better and analytically than field dependent students [9].…”