Developmental Study of Thinking Styles in Iranian Students University

Emamipour, S; Esfandabad, Hassan Shams

doi:10.1016/j.sbspro.2013.07.023

Cited by 9 publications

(11 citation statements)

References 8 publications

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“…The review of literature also shows the importance of thinking styles notion as confirmed by Emamipour and Esfandabad (2013) who developed a study entitled "Developmental Study of Thinking Styles in Iranian Students University" to address the issue of thinking styles among Iranian university students. Using Sternberg-Wagner Thinking Style Inventory, it was concluded that the means of legislative, judicial, monarchic, hierarchic, external and liberal thinking styles were significantly reduced among the students from year 2000 to year 2011.…”

Section: Iranian Studiesmentioning

confidence: 81%

The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students

Ahmadi

Izadpanah

2019

IJREE

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One of the important abilities of learners is to monitor their own learning process and take charge of their development. To this end and based on the correlational nature of the study design, total of 125 students (for the Winter semester of 2017) educating at Zanjan Universities (89 B.A. students of Islamic Azad University and 60 B.A. students of Payam-e-Noor University) were chosen as the statistical population. Using Cochran formula and stratified random sampling method (each university was considered as one separate strata), the sample size was determined as 108 (65 students educating at Islamic Azad University and 43 students educating at Payam-e-Noor University). To gather the information, Horwitz, Horwitz and Cope's, Foreign Language Classroom Anxiety Scale, Sternberg's Thinking Styles Inventory, and Learner Autonomy Questionnaire (LAQ) developed by Zhang and Li were used. The results of K-S test showed that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, a relationship was found between autonomy and language anxiety among Iranian university students. The other research question was an attempt to determine if there was a relationship between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the association between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this relationship. Findings of the current study suggest pedagogical implications for second or foreign language teaching and learning as well as textbook writers and curriculum designers.

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Section: Iranian Studiesmentioning

confidence: 81%

The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students

Ahmadi

Izadpanah

2019

IJREE

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“…Teori tersebut mengelompokkan 13 gaya berpikir pada 5 dimensi yaitu, dimensi fungsi terdiri dari tipe berpikir legislatif (orangorang yang mandiri dan mampu menyelesaikan tugas dengan cara yang terpisah), eksekutif (orangorang yang mentaati aturan dan kebiasaan) dan yudisial (berdasarkan aturan dan sistem yang diperlukan atau valid) (Aljojo, 2017;Sternberg, 2005). Dimensi bentuk dengan gaya berpikir hierarki (memprioritaskan pada satu tugas), oligarki (bekerja pada beberapa tugas dan tidak ada yang diutamakan), monarki (mengerjakan satu tugas dalam satu waktu) dan anarki (mengerjakan tugas apa saja yang diberikan) (Emamipour & Esfandabad, 2013) .…”

Section: Pendahuluanunclassified

“…Dimensi yang terpusat pada tingkatan dengan tipe gaya berpikir global (orangorang yang lebih suka berurusan dengan masalah besar dan abstrak daripada masalahmasalah yang detail) (Caroli et al, 2012) dan lokal (orang orang yang lebih menyukai masalah dengan penyelesaian yang detail) (Turki, 2012). Dimensi lingkungan mengelompokkan gaya berpikir pada dua hal yaitu gaya berpikir internal (menyelesaikan masalah secara mandiri) dan gaya berpikir eksternal (lebih suka mengerjakan sesuatu dengan tim), sedangkan dimensi terakhir yaitu dimensi pembelajaran memuat gaya berpikir liberal (menggunakan cara yang baru dalam menyelesaikan masalah) dan konservatif (menggunakan cara lama atau yang sudah ada dalam menyelesaikan masalah) (Emamipour & Esfandabad, 2013) (Zhang, 2017).…”

Section: Pendahuluanunclassified

“…Teori gaya berpikir dapat berubah sesuai dengan perkembangan zaman. Cara berpikir seseorang dapat berubah berdasarkan masalah yang dihadapi, waktu terjadi, lingkungan sekitar serta kebiasaan yang dilakukan (Emamipour & Esfandabad, 2013). Bentukbentuk gaya berpikir tersebut dapat dipilih atau diklasifikasikan sesuai dengan kebutuhan.…”

Section: Pendahuluanunclassified

“…Pada Gambar 1, WS menjawab soal menggunakan langkah two step subgroup test yang merupakan teorema dan baru diajarkan (Emamipour & Esfandabad, 2013) . Kesimpulan jawaban yang diberikan benar, namun proses pengerjaannya masih terdapat kekurangan.…”

Section: Gambar 1 Jawaban Mahasiswa Tipe Berpikir Liberalunclassified

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Analisis Gaya Berpikir Matematis Berdasar Teori Mental-Self Government (MSG) Ditinjau Dari Dimensi Pembelajaran Sternberg

Handayani

Ummah

Utomo

2019

JIPM

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<div class="WordSection1">AbstrakPenelitian ini bertujuan untuk mengidentifikasi kemudian menganalisis gaya berpikir matematis mahasiswa Semester V dalam menyelesaikan soal bertipe tingkat tinggi. Penelitian ini berjenis deskriptif dengan data kualitatif berupa hasil tes mahasiswa pada Mata Kuliah Struktur Aljabar. Jumlah mahasiswa yang diberikan tes bertipe tingkat tinggi berjumlah 22 orang yang direduksi menjadi enam orang. Hasil penelitian ini didasarkan pada karakteristik gaya berpikir matematis ditinjau dari dimensi pembelajaran yaitu konservatif dan liberal. Berdasar hasil penelitian, mahasiswa dengan gaya berpikir matematis tipe konservatif menyelidiki subgrup dengan menggunakan definisi subgrup yaitu menggunakan langkah-langkah pembuktian grup antara lain tertutup, asosiatif, mempunyai elemen identitas, dan invers. Gaya berpikir matematis tipe konservatif cenderung menggunakan strategi penyelesaian masalah yang telah dikenal dan dilakukan sebelumnya. Mahasiswa dengan gaya berpikir liberal menyelidiki subgrup dengan menggunakan Teorema One Step Subgroup Test dan Two Steps Subgroup Test sehingga ada beberapa tahapan pembuktian grup yang dieliminasi. Mahasiswa dengan gaya berpikir matematis tipe liberal menggunakan pengetahuan terbaru yang diperolehnya sehingga pengetahuan lama diadaptasi.Kata Kunci: gaya berpikir matematis, gaya berpikir matematis tipe liberal, gaya berpikir matematis tipe konservatif, soal bertipe tingkat tinggi AbstractThis research aimed to identify and then analyze the mathematical thinking style V Semester student in resolving the high-ordered thinking skill. This was a descriptive study using qualitative data in the form of student test results on Algebraic Structures Courses. The number of students who were given a high degree of type tests amounted to 22 students who were reduced to six men. The results of this research were based on the characteristics of the style of thinking mathematically in terms of the dimensions of learning that was conservative and liberal. Based on the results of research, students with mathematical thinking styles of the conservative type investigate largest using the definition of largest i.e. used measures of proof among other group was closed, associative, has an identity element, and the inverse. Mathematical thinking conservative type styles tend to use the strategies of solving problems that have been known and done before. Students with liberal thinking investigate largest style by using the theorem of One Step Subgroup Test and Two Steps Subgroup Test so that there were several stages of proof the group was eliminated. Students with mathematical thinking liberal type styles using the latest knowledge acquired so that the old knowledge was adapted.Keywords: mathematics thinking style, liberal mathematics thinking style, conservative mathematics thinking style, high-ordered thinking problems</div>

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The Different Ability of Free Body Diagram (FBD) Representation In Newton’s Law Topic Based on Students’ Thinking Style

Linuwih

Asih

Ellianawati

2020

J. Phys.: Conf. Ser.

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This study aims to determine the different ability of free body diagram (FBD) representation in Newton’s Law based onstudents’ thinking style. The subject of this research is the students of 10th grade from science class at state senior high school 1 of Prembun. The data analized is the results of cognitive test and students’ thinking character questionnaire. The data were analyzed by using quantitative method. Based on the result, can be concluded that there is no difference between the ability of free body diagrams representating with a category sequential concrete, sequential abstract, random concrete and random abstract, which in the four categories of thinking styles included in the criteria need improvement.

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Developmental Study of Thinking Styles in Iranian Students University

Cited by 9 publications

References 8 publications

The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students

The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students

Analisis Gaya Berpikir Matematis Berdasar Teori Mental-Self Government (MSG) Ditinjau Dari Dimensi Pembelajaran Sternberg

The Different Ability of Free Body Diagram (FBD) Representation In Newton’s Law Topic Based on Students’ Thinking Style

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