Cognitive style and gender differences in a conceptual understanding of mathematics students

Abstract

This study aimed to analyze the understanding of mathematics concepts of cognitive style students based on gender in the matrix material. This research is descriptive research with a qualitative approach. The data collected from high school students of class XI in a cognitive style of male and female. The technique of data collecting used in this research are tests, interviews and also equipped with documentation. The data analysis techniques in this research are data reduction, data display and conclusion/verification. The data validity used triangulation technique. The results showed that cognitive style between male and female students have a similarity understanding of mathematics concepts in indicators that give examples or examples of the counter of the learned concepts and have differences in understanding of mathematics concepts; redefine the concepts in mathematics; connect the various concepts in mathematics as well as outside mathematics; identify the characteristic of procedure or theory and present the idea in various forms of mathematical representation. Based on data analysis, it can be concluded that the understanding of mathematics concepts of cognitive style on the male is better than on the female.

Pengaruh gaya kognitif FI-FD dan minat belajar terhadap pemahaman konsep matematika pada materi segitiga dan segiempat

“…Dengan asumsi bahwa siswa memiliki pemahaman yang baik, dapat dipastikan bahwa mereka akan mampu merekam, memahami, dan dapat menerapkan dan mengubah ide dalam menangani berbagai jenis masalah dan soal matematika (Lisnani, 2019). Gagasan matematika diharapkan dapat memperluas dominasi informasi yang dapat dimanfaatkan dalam mengurusi persoalan (Kusumaningsih et al, 2019).…”

Why Did Elementary Students Have Difficulty Working in Mathematical Literacy Questions?

“…This is also because the information or concept is transferred only as short-term memory, good learning should be learning that can lead children to learn meaningfully so that information or concepts will be stored in long-term memory. (Kusumaningsih et al, 2019;Sari et al, 2018) Third, build a strategy (heuristic) for solving a problem. This is thought to be the cause because students cannot draw on the knowledge they have, so students cannot build new understandings.…”

“…(7) the ability to apply concepts/algorithms to problem-solving. Knowledge of processes, when and how to utilize them effectively, and skills in showing them flexibly, accurately, and efficiently are all examples of procedural fluency (Kusumaningsih et al, 2019;Suharta & Suarjana, 2018). Procedural fluency, or knowledge of procedures and how to employ diverse operations appropriately to solve problems, is referred to as procedural fluency.…”

Does Cognitive Style Affect Mathematics Creative Thinking Ability?

“…However, very few studies have attempted to reveal the impact of cognitive styles on mathematical creative thinking abilities, especially when viewed by gender. In the last decade, for example, researchers have tried to examine: the influence of cognitive style and gender on conceptual understanding abilities of mathematics [18], the effect of cognitive style on mathematical critical thinking skills [19], [20], the effect of cognitive style and gender on mathematics learning achievement [21], and the effect of cognitive style on problem-solving ability [22]. Previous research that is quite relevant to this research is the effect of cognitive style on problem-solving abilities in the creative thinking process [23].…”