Students’ Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style

Abstract

The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students' mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems. AbstrakPenelitian ini bertujuan untuk menganalisis efek interaksi model pembelajaran dan gaya kognitif field dependent (FD)-field independent (FI) terhadap kemampuan pemecahan masalah matematika (KPMM) siswa, serta perbedaan KPMM siswa berdasarkan model pembelajaran dan gaya kognitif. Partisipan dalam penelitian ini sebanyak 145 siswa sekolah menengah pertama, dengan perincian 50 siswa belajar melalui model CORE RME, 49 siswa belajar melalui model CORE, dan 46 siswa belajar melalui model Konvensional. Alat pengumpulan data yang digunakan adalah tes KPMM, dan group embedded figure test (GEFT). Temuan dari tes KPMM adalah terdapat efek interaksi model pembelajaran dan gaya kognitif terhadap KPMM siswa, serta adanya perbedaan secara signifikan KPMM siswa yang belajar melalui model CORE PMR, model CORE, dan model Konvensional. Berdasarkan gaya kognitif, antara siswa yang belajar melalui model CORE PMR, model CORE, dan model Konvensional ditemukan bahwa tidak terdapat perbedaan secara signifikan KPMM antara siswa FI. Selanjutnya, terdapat perbedaan secara signifikan KPMM antara siswa FD dan KPMM siswa FI lebih baik dari KPMM siswa FD. Oleh karena itu, model pembelajaran dan gaya kognitif siswa sangat penting untuk dipertimbangkan dalam proses pembelajaran, sehingga siswa dapat memecahkan masalah matematika. Kata kunci: Kemampuan pemecahan masalah matematika, Model pembelajaran, Field dependent-Field independentHow

Prospective Teachers' Expectations of Students' Mathematical Thinking Processes in Solving Problems

“…Based on those previous reports, it is necessary to further investigate the prospective teachers regarding how their expectation to their student's thinking processes. Therefore, the purpose of this study is to describe the expectations of prospective mathematics teachers for students' mathematical thinking processes in solving mathematical problems based on Polya's Model, such as: understanding the problem, devising a plan, carrying out the plan, and looking back (Hulaikah et al, 2020;Saiful et al, 2020;Son et al, 2020;Tohir, 2017;Yusnia, 2018); Then the problem solving used is related to the mathematical thought process theory expressed by Mason et al (2010), consisting of specializing, generalizing, conjecturing, and convincing (Farib et al, 2019;Iswari et al, 2019;Lane & Harkness, 2012;Lesseig, 2016;Sumarna & Herman, 2017). The following is a summary of the book "How To Solve It" concerning the Polya Model (Polya, 1973) in Table 1, it is stated that there are several stages to solve the problem.…”

Asosiasi Kemampuan Koneksi Dan Pemecahan Masalah Matematika: Cross-Sectional Di Timor Barat

“…Proses untuk memecahkan suatu masalah matematika membutuhkan penerapan strategi penyelesaian masalah, dan dapat mengarahkan pemecah masalah untuk mengeksplorasi banyak ide dengan mengembangkan dan menguji hipotesis (Son, Darhim, & Fatimah, 2020). Sehubungan dengan proses pemecahan masalah, Foshay & Kirkley (2003) menawarkan model pemecahan masalah yang umum, yang dikenal dengan Bransford's IDEAL model, yaitu: 1) identifikasi masalah (identify), 2) mendefinisikan masalah dengan memikirkan dan memilah informasi yang relevan (define), 3) mengeksplor solusi dengan melihat alternatif, brainstorming, serta memeriksa berbagai kemungkinan (explore), 4) menyelesaikannya berdasarkan strategi (act), dan 5) memeriksa kembali serta mengevaluasi proses aktivitas (look back).…”

The Effect of the Realistic Mathematics Education Approach: Meta-Analysis of the Measured Mathematical Ability Angle

“…Hundreds of quantitative studies on the effects of RME have been presented in the literature, but the analysis results are inconsistent. The analysis results from [8]- [10] for example, found that using the RME approach was effective in students' mathematical abilities. Meanwhile, [11], [12] reported that students' ability in the RME class was not better than the ability of students in conventional classrooms because these conflicting findings have triggered a meta-analysis study to reconcile the findings and produce more objective results [13].…”