Creativity of Field-dependent and Field-independent Students in Posing Mathematical Problems

Azlina, Nur; Amin, Siti Maghfirotun; Lukito, Agung

doi:10.1088/1742-6596/947/1/012031

Cited by 6 publications

(15 citation statements)

References 6 publications

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“…However, because of the limitations associated with organizing RFTs, there might be the need for teachers and facilitators to support RFTs with innovative virtual activities, in line with the pedagogical objectives of the RFT centering around encouraging students' critical and reflective thinking. This finding supports the work of Azlina, Amin and Lukito, et al [38], where field-independent students demonstrated higher levels of creativity than their field-dependent counterparts.…”

Section: Discussionsupporting

confidence: 90%

The Effect of Real and Virtual Construction Field Trips on Students’ Perception and Career Aspiration

2020

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To adequately prepare students for engineering practices, it is imperative that institutions adopt innovative methods of teaching, learning, and assessment. One such approach is the use of real field trips (RFT) to construction sites, which can enhance students’ perceptions of related careers. Although virtual field trips (VFTs) have emerged as a viable alternative—or supplement—to traditional field trips, little is known about their potential to provide the same or similar career exploration advantages. Using responses from a self-reported questionnaire administered to university students who participated in an RFT, this study sought to examine the usefulness of site visits in developing essential skills required for civil engineers. It also examines student perceptions on the use of VFTs as part of their university experience and the extent to which it could replace RFTs. The results indicate that students consider VFT as an enjoyable way to learn, given the possibilities facilitated by the new technology. However, notwithstanding its success, the students commonly opined that VFT was not a substitute for a RFT. From a holistic perspective, the issue is not whether VFTs can replace traditional field trips or not; it is rather the focus on identifying an integrated approach that combines lectures, and virtual and real field trips in a manner that supports a social constructivism mode of learning. Ultimately, this combination will enable students to effectively construct multiple links between lectures given in a hall and the real world outside.

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Section: Discussionsupporting

confidence: 90%

The Effect of Real and Virtual Construction Field Trips on Students’ Perception and Career Aspiration

2020

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“…Students with field-dependent cognitive styles find it challenging to concentrate on one aspect of a situation or examine trends in various sections (Firdausy, Setyaningsih & Waluyo, 2019). The results are in accordance with Azlina, Amin, & Lukito (2018), that individuals who have an FD cognitive style do not reflect their weaknesses in mathematics problemsolving probably.…”

Section: Discussionsupporting

confidence: 65%

Metacognition of Junior High School Students in Mathematics Problem Solving Based on Cognitive Style

Sutama

Anif

Prayitno

et al. 2021

AJUE

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The main target of the current study is to explain the metacognition of junior high school students with Field Independent (FI) and Field Dependent (FD) cognitive styles in mathematics problem-solving. It should be noted that the statistical population of this study was all junior high school students in the Sragen regency in the 2018/2019 academic year. To reach the research purpose, different instruments such as the cognitive style tests, the problem-solving exercises, and the interview guidance were used. Data analysis was carried out by data collection, data reduction, data presentation, and conclusion. The results indicated that the students who have field-independent cognitive style had high self-confidence that they were able to solve the problem correctly, able to do planning steps, able to make important decisions for themselves, so they can solve the problem properly. Students with FD cognitive style are completely confident that their answer is correct, but they have not yet clarified the steps they need to solve their problems and have not yet focused on their shortcomings in mathematics problem solving, so their task results in mathematics problem-solving incorrectness answer. Keywords: Cognitive style; Mathematics problem solving; Metacognition

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“…Then, the video created by the students also showed that flexibity and fluency as two highest indicators achieved by the students in project accompolishment. It was similar with the research by Azlina, Amin, and Lukito (2018) who stated that flexibilty, novelty and fluency were the elements of students' creativity. It can also be interpreted that students who have better interpersonal communication skill would think more creatively.…”

Section: Resultssupporting

confidence: 88%

“…Moreover, Gralewski and Karwowski (2018) argued that there are two students' creative styles; adaptors and innovators. Azlina, Amin and Lukito (2018) stated that there are three components of creativity on mathematical-problem solving; flexibilty, novelty and fluency. Then, students' creativity as a result, the creativty of EFL students will have more opportunities to produce creative idea, to speak a specific topic, and to build up the confidence.…”

Section: Introductionmentioning

confidence: 99%

Integrating Teaching Models to Enhance Efl Students’ Interpersonal Communication Skill and Creativity

Lubis

Ashadi

2018

IJELS

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This research aims to investigate the effectiveness of integrating project-based learning and experiential learning models toward students’ interpersonal communication skill and creativity particularly in using English. This research was conducted by applying quantitative research method with factorial design 2X2 ANOVA The subjects were English as a Foreign Language (EFL) students in English Department of Universitas Muslim Nusantara (UMN) Al Washliyah Medan, Indonesia.The instrument was a questionaire with Likert scale and used to measure each formulated indicator. The data were analyzed by using multivariate ANOVA (MANOVA) The finding of the research showed that project-based learning and experiential learning models had a significant effect on students’ interpersonal communication skill and creativit. Moreover, interaction was found between communication skill and creativity of students taught by implementing the models. It indicated that ELT classroom activities will be more creative integrating these teaching models. It allows EFL learners to explore knowledge and information independently and to use English as natural as they can either in speaking or writing.

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Creativity of Field-dependent and Field-independent Students in Posing Mathematical Problems

Cited by 6 publications

References 6 publications

The Effect of Real and Virtual Construction Field Trips on Students’ Perception and Career Aspiration

The Effect of Real and Virtual Construction Field Trips on Students’ Perception and Career Aspiration

Metacognition of Junior High School Students in Mathematics Problem Solving Based on Cognitive Style

Integrating Teaching Models to Enhance Efl Students’ Interpersonal Communication Skill and Creativity

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