The study aims to determine the differences in field-independent cognitive styles with a dependent on students' mathematical problem solving abilities. This researcher uses a quantitative approach with a correlational survey method with factual exposure research types. The study population was the seventh grade students of Madrasah Tsanawiyah in Lombok Timur, amounting to 680. The sampling used was simple random sampling technique. The sampling technique uses percentage techniques. From a population of 680 people taken 10%, so the number of samples in this study was 68 people. The hypothesis analysis test used the t test with SPSS 22. The results showed that there was a difference between students' mathematical problem solving abilities in the group of students who had a field independent cognitive style and a group of students who had a field dependent cognitive style. the principal in recruiting students to enter the Madrasah Tsnawiyah, not only the value of the results of the National Primary School exam but rather the grouping of students based on independent and field dependent cognitive field styles

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The differences of cognitive style fields-independent and dependent on students' mathematical problem solving abilities

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The Effect of Different Ways in Presenting Teaching Materials on Students’ Mathematical Problem Solving Abilities

Penelitian ini bertujuan untuk mendeskripsikan pola argumentasi siswa pada tingkat kemampuan yang berbeda yaitu tinggi, sedang dan rendah. Penelitian ini termasuk penelitian kualitatif deskriptif dengan melibatkan 3 siswa X Jurusan Tata Boga 1 yang terdiri dari 2 perempuan dan 1 laki-laki. Pada penelitian ini pengumpulan data menggunakan 2 soal tes (soal benar salah dan soal cerita) dan dibantu dengan wawancara untuk memastikan jawaban siswa. Alat analisis yang digunakan untuk menganalisis pola argumentasi siswa adalah gabungan antara pola argumentasi Toulmin dan pola argumentasi Mc. Neill & Krajcik. Hasil penelitian menunjukan bahwa siswa dengan tingkat kemampuan tinggi memilik pola argumentasi claim, evidence, reasoning dan rebuttal untuk soal 1, sedangkan pada soal 2 siswa memiliki pola data, claim, evidence dan reasoning. Pada siswa dengan tingkat kemampuan sedang, siswa memiliki pola argumentasi claim, evidence dan reasoning untuk soal 1, sedangkan pada soal 2 siswa memiliki argumentasi data, claim, evidence dan reasoning. Pada siswa dengan tingkat kemampuan rendah, siswa memiliki pola argumentasi claim, evidence, reasoning untuk soal 1, sedangkan untuk soal 2 siswa memiliki pola argumentasi data, claim, evidence dan reasoning.

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Pola argumentasi siswa dalam menyelesaikan soal sistem persamaan linear tiga variabel (spltv)

This study aim is to see whether there is influence self-efficacy of decision making in solving math problems of SMA Yogyakarta. This research is a quantitative research in which the data obtained by using self-efficacy questionnaire and questionnaire of decision-making in solving math problems given to high school students of Yogyakarta taken at random according to school level amounted to 390 students. Data collection using questionnaire instrument that has been tested its validity with product moment correlation and reliability test by using alpha-cronbach. The data analysis is done by descriptive and simple regression analysis with significant level 0.05. The results of the analysis stated that there is a significant effect of self-efficacy variables on decision-making variables with a significant level of 0.000 <0.05. Keywords: Self-Efficacy and Decision Making Math

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Effect of self-efficiency on decision making in solving problemsof math

The study aims at describing  (1) critical thinking of FIKT students (field independent with high category) students, (2) critical thinking of FDKT (field dependent with high category) students, (3) critical thinking of FIKS (field independent with medium category) students and (4) critical thinking of FDKS (field dependent with medium category) students. This study was descriptive study by employing qualitative approach. The research subjects were 4 students of class A1  of the second semester of Mathematics Education Study Program at UNM which categorized based on cognitive style by using the instrument of Group Embedded Figures Test (GEFT) and counting the IPK (Grade Point average) of mathematics courses on the first semester by differentiating two categories, namely high and medium categories, consisted of 2 field independent with high-medium category students and 2 field dependent with high-medium category students. Methods in collecting the data was critical thinking test, namely problem solving test of linear aquation systems and interviews. This study employed triangulation by comparing the data obtained through problem solving tests and interview. The result of critical thinking through problem solving was categorized based on critical thinking stage, namely clarification, analysis and solution strategy. The results of the study reveal that at the clarification stage,  the FIKT subject and FIKS subject had similarity in reading the questions briefly, understood  it directly and identifying the instructions of the questions; whereas, FDKT subject and FDKS subject read the questions repeatedly and only read instruction of the questions. At the Analysis stage,  FIKT subject and FIKS subject tended to be quick in abstracting and releting relevant information with supporting instruction of the questions, so it was quicker in concluding the method used to solve the problem. However, FDKT subject and FDKS subject tended to be longer in giving response,  so the method used was trial and error. At the solution Strategy, FIKT subject and FIKS subject applied the method used clearly and systematically; however, FIKS subject did mistake when determining k score using determinant (for the second question), unlike FDKT subject and FDKS subject which had difficulty when making conclusions based on question instruction and FDKS subject was also made mistake when determining  k score using determinant.

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Description of critical thinking in solving linear i algebra problem based on initial ability and cognetive style of undergraduate students of mathematic education study program

Gaya kognitif memiliki peran yang sangat penting dalam proses pemecahan masalah. Penelitian ini bertujuan untuk memperoleh deskripsi profil kemampuan pemecahan masalah  matematika soal setipe TIMSS pada siswa SMP kelas VIII dengan gaya kognitif FI dan FD. Penelitian ini merupakan penelitian deskriptif. Subjek penelitian ini adalah tiga siswa FI dan tiga siswa FD kelas VIII SMP 3 Kudus. Teknik pengumpulan data adalah dokumen, tes, dan wawancara. Analisis data meliputi reduksi, penyajian data,dan  penarikan kesimpulan. Hasil penelitian sebagai berikut (1) untuk subjek FI dalam  menyelesaikan masalah memiliki profil:  dapat memahami pernyataan verbal dari masalah dan mengubahnya ke dalam kalimat matematika, lebih analitis dalam menerima informasi,  dapat memperluas hasil pemecahan masalah dan pemikiran matematis, memberikan suatu pembenaran berdasarkan pada hasil,dan memecahkan masalah dalam konteks kehidupan nyata,  memperoleh jawaban yang benar, (2)  Untuk subjek FD dalam menyelesaikan masalah memiliki profil: dapat memahami pernyataan verbal dari masalah,tetapi tidak dapat mengubahnya ke dalam kalimat matematika,  lebih global dalam menerima informasi, mudah terpengaruh manipulasi unsur pengecoh karena memandang secara global, tidak dapat memperluas hasil pemecahan masalah, memberikan suatu pembenaran berdasarkan pada hasil,dan memecahkan masalah dalam konteks kehidupan nyata, sering tidak dapat memperoleh jawaban yang benar.Cognitive style has a very important role in the process of problem solving. This study aimed to obtain a profile of mathematical problem solving ability student with FI and FD cognitive style. This research is a descriptive qualitative approach. Subjects in this study were students of class VIII SMP 3 Kudus, ie three students FI and FD. Data collection techniques is a document, test, interview. Data analysis included reduction, presentation, and conclusion. The results of the study show that subject FI in resolving the problem have a profile: (a) to understand the verbal statement of the problem and turn it into a mathematical sentence, (b) more analytical in receiving the information, (c) can extend the results, providing a justification, and solve problems in real-life contexts, (d) to obtain the correct answer. Subject FD in resolving the problem have a profile: (a) to understand the verbal statement of the problem, but can’t turn it into a mathematical sentence, (b) more global in receiving the information, (c) susceptible manipulation humbug elements because they view it globally, (d) can’t extend the results, providing a justification, and solve problems in real-life contexts, (e) often can’t obtain the correct answer.

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Analisis kemampuan pemecahan masalah matematika soal setipe timss berdasarkan gaya kognitif siswa pada pembelajaran model problem based learning