<p><strong>Abstract: </strong>This research is a descriptive qualitative study that aims to describe the profile of students' mathematical problem solving abilities with field dependent cognitive styles. The research subjects were fourth grade students of Islamic Elementary School Mohammad Hatta in Malang City. The study began by giving cognitive style tests, then continued with tests of mathematical problem solving and interviews. The validity of the data using triangulation and analyzing techniques used are data reduction, data exposure, and conclusion. The results of this study indicate that the problem solving steps at S1 tend to be in accordance with the Polya stage, while S2 and S3 tend to be inappropriate because there are several steps that are skipped over.</p><p><strong>Abstrak:</strong> Tujuan penelitian ini yaitu untuk mendeskripsikan profil kemampuan pemecahan masalah matematika yang dimiliki siswa <em>field dependent</em><em> </em>sehingga termasuk pada jenis penelitian deskriptif kualitatif. Subjek penelitian ialah siswa kelas IV SD Islam Mohammad Hatta Kota Malang. Penelitian dimulai dengan memberikan tes gaya kognitif, kemudian dilanjutkan dengan memberikan tes pemecahan masalah matematika serta wawancara. Keabsahan data menggunakan triangulasi dan teknik analisis yang digunakan berupa reduksi data, pemaparan data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa langkah-langkah penyelesaian masalah pada S1 cenderung sesuai dengan tahapan Polya, sedangkan untuk S2 dan S3 cenderung tidak sesuai karena ada beberapa tahapan yang dilompati.</p>

This research aims to describe students' errors based on the Newman procedure in solving narrative questions on whole number reviewed from cognitive style and its causing factors. This was a descriptive qualitative research with the students of fourth grade of SD Negeri 1 Merauke of 2017/2018 served as the subject of the research. The data collection techniques used were subjective tests, interviews and documentation. Data analysis was done by data reduction, data presentation, and conclusion drawing. Based on the results of the research, students with FD cognitive style made reading error, comprehension error, transformation error, process skill error and encoding error. While the FI student made a mistake in the form of process skill error and encoding error. The causes of errors experienced by students include confusion regarding the completion steps, lack of mastery of the material, limited time to work, and not being accustomed to writing the final answer or drawing conclusions.

Tujuan penelitian ini mengeksplorasi kesalahan yang dilakukan mahasiswa dalam menyelesaikan soal lingkaran berdasarkan prosedur Newman ditinjau dari gaya kognitif field dependent (FD) dan field independent (FI) serta penyebab timbulnya kesalahan. Jenis penelitian yang digunakan yaitu deskriptif kualitatif dengan subjek penelitian berjumlah 10 mahasiswa Prodi PGMI IAIN Fattahul Muluk Papua yang telah mengampuh matakuliah Pendidikan Matematika SD tahun akademik 2021/2022 yang dipilih menggunakan teknik purposive sampling. Teknik pengumpulan data terdiri dari pemberian soal open ended dan wawancara tidak terstruktur, serta pengujian keabsahan data menggunakan teknik triangulasi data. Data dianalisis menggunakan tiga tahapan, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa dengan gaya kognitif field dependent dan field independent masing-masing melakukan lima kesalahan sebagaimana prosedur Newman. Kesalahan mahasiswa FD disebabkan karena ketidakpahaman terhadap soal yang diberikan sehingga menimbulkan kebingungan. Sedangkan bagi mahasiswa FI kesalahan disebabkan karena adanya sikap tergesa-gesa sehingga lupa menuliskan informasi yang diperlukan.Kata kunci: Gaya kognitif; kesalahan Newman; lingkaran.

This research is an experimental study that aims to determine the difference in learning outcomes between students who are taught using the STAD cooperative learning model and those who are taught using the Jigsaw cooperative learning model. The population in this study was all students in class XI SMK Negeri 2 Jayapura for the academic year 2021–2022, totaling 111 people. The sample was taken using a purposive sampling technique, totaling 51 people, consisting of two classes, namely class XI, Office 3, and Class XI, Office 4. Class XI Office 3 (experimental class) is a class that is taught using the STAD cooperative learning model, and Class XI Office 4 (control class) is a class that is taught using the Jigsaw cooperative learning model. The obtained data were then analyzed using parametric statistics via a t-test. The results showed that: 1) there was no significant difference in mathematics learning outcomes between students taught by the STAD type of cooperative learning model and students who were taught by the Jigsaw type of cooperative learning model; 2) the mean of mathematics learning outcomes of students who are taught the STAD type of cooperative learning model is lower than that of students who are taught the JIGSAW type of cooperative learning model, which is 62.61 70.43.Keywords: Cooperative model, Blended learning, Statistics

One of the abilities that must be possessed and mastered by a student in the 21st century is problem solving ability. Mathematical skills are expected to be able to meet the needs of students today and in the future. The purpose of this study was to describe the results of student problem solving analysis based on the SOLO Taxonomy. This study used a qualitative descriptive approach to analyze the data. Based on the results of data analysis, it was found that students with different SOLO levels had differences and similarities at each stage of problem solving. At the stage of understanding the problem, the three subjects can identify what is known and what is asked in the problem, only the extended abstract subject adds to make a mathematical model on what is known. At the stage of planning the completion of the three subjects, they were able to mention several concepts, principles and procedures on the problem to solve the problem. At the stage of implementing the plan, the three subjects had already completed the questions based on the plans that had been made, but in the multistructural subject the answers given were not appropriate/relevant to what was asked for in the questions. At the re-examination stage, the three subjects re-examined by re-checking the formula, re-examining the work and recalculation of the results, but only the extended abstract subject could provide several different solutions.