Geometry Skill Analysis In Problem Solving Reviewed From The Difference Of Cognitive Style Students Junior High School

Nur, Andi Saparuddin; Nurvitasari, Evy

doi:10.26858/est.v3i3.4130

Cited by 9 publications

(9 citation statements)

References 2 publications

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“…Students are given 15 minutes to complete the questions. Warli (Nur & Nurvitasari, 2017) made the criteria for students' cognitive style after completing the MFFT test as shown in Table 1.…”

Section: Methodsmentioning

confidence: 99%

“…The problem-solving process can also be determined by cognitive style, namely the response that a person gives when facing a problem in the viewpoint, the time required and response accuracy, or the dominant method used to respond (Nur & Nurvitasari, 2017). Cognitive styles are divided into four cognitive styles (Haghighi et al, 2015), namely; impulsive, slow inaccurate, fast accurate, and reflective.…”

Section: Introductionmentioning

confidence: 99%

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The Lateral Thinking Processes in Solving Mathematical Word Problems Reviewed at Adversity Quotient and Reflective Cognitive Style

Nur

Kartono²,

Zaenuri³

et al. 2022

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Solving word problems with a thought jump shows flexibility and the ability to use alternative procedures that are important for students to master. The thought jump is a feature of the lateral thinking process and is needed to overcome the various difficulties in solving mathematical word problems. However, lateral thinking has not been widely linked with adversity quotient and reflective cognitive style. This study aimed to describe students' lateral thinking processes in solving word problems in terms of adversity quotient and reflective cognitive style. This research is a qualitative descriptive study. The subjects in this study were junior high school students in Gowa Regency, South Sulawesi Province. The research instrument used the MFFT diagnostic test, ARP questionnaire sheet, word problem text, and interview guidelines. The results of this study indicate that climber-reflective subjects can think laterally and use them to solve the first and second-word problems well. Camper-reflective subjects can only think laterally for situations that are still within reach, while for more complicated cases, camper subjects are easily distracted and even stop solving problems. Quitter subjects solve word problems very procedurally, follow rigid algorithms, and cannot work backward when faced with difficulties.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Lateral Thinking Processes in Solving Mathematical Word Problems Reviewed at Adversity Quotient and Reflective Cognitive Style

Nur

Kartono²,

Zaenuri³

et al. 2022

Self Cite

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show abstract

“…Since the GEFT was published, some scholars have tested and employed it, and it shows a strong correlation ranging from .60 to .90 (Fyle, 2009;Jantan, 2014;Lis & Powers, 1979;Panek et al, 1980;Witkin et al, 1971). This correlation remains strong even when it is translated in Indonesian (Kamaruddin et al, 2004;Nugraha & Awalliyah, 2016;Puspananda & Suriyah, 2017) and employed in the Merauke Regency (Nur & Palobo, 2018;Nur & Nurvitasari, 2017). Puspananda and Suriyah (2017) in their research on factor analysis on the GEFT to measure cognitive styles found that the GEFT instrument has one dominant dimension, namely, cognitive styles.…”

Section: Population and Samplementioning

confidence: 99%

“…The validity and reliability show the internal consistency of the GEFT, and, therefore, GEFT is ready to use (Puspananda & Suriyah, 2017). This consideration led our study to use a translated version of GEFT (Kamaruddin et al, 2004;Nur & Nurvitasari, 2017) without testing it.…”

Section: Population and Samplementioning

confidence: 99%

Relationships Between Cognitive Styles and Indigenous Students’ Mathematics Academic Outcomes

Sianturi¹,

Suliantin²,

Fitrianti³

2022

JL4D

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This article explores the link between cognitive styles and Indigenous students’ mathematics academic outcomes. There were three different groups of Indigenous West Papuan students participating in this study: 9 junior high school students, 12 senior high school students, and 46 university students. Data were collected from the results of the group embedded figure test and the previous semester's scores and analysed using a quantitative approach. In contrast to previous studies, the results indicated no significant correlation between cognitive styles and mathematics academic outcomes for junior and senior high school students. However, the different cognitive styles showed a significant contribution for university students. As Indigenous students pursue a higher level of education, their cognitive styles would influence their mathematics academic outcomes.

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“…The internal factor was the students psychology and mental or readiness to learn, whereas the external factor was the environment and instrumental (eg curriculum, learning program, activity, teacher, and facility) [23]. In addition, traditional geometry learning through lecture using school textbooks has not assisted yet students in understanding geometry concepts [24].…”

Section: B Van Hiele Phase-based Learningmentioning

confidence: 99%

van Hiele Level of Geometric Thinking among Secondary School Students

Naufal*,

Abdullah,

Osman

et al. 2020

IJRTE

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Geometric thinking plays an important role in geometric achievement. It is also important in other fields, such as architecture, engineering, film, science, graphics, and arts. However, in Indonesian education curriculum, teaching and learning geometry does not emphasise the geometric thinking skills. Several studies revealed that Indonesian students could not come out from the lowered zone of the International exam, such as Trends in International Mathematics and Science Study (TIMSS), which caused by van Hiele levels of geometric thinking. Therefore, the purpose of this study was to investigate the van Hiele levels of geometric thinking among secondary school students in Makassar, Indonesia. A total of 298 respondents randomly took part in this study. The van Hiele geometric thinking test was used to assess the student's level of geometric thinking. Data were in ordinal form analysed according to the weighted van Hiele geometric thinking test scores presented in the table. The findings showed that most of the students were at the lowest level of geometric thinking. Several 123 and 93 respondents were at Level 0 (Visualisation) and Level 1 (Analysis), respectively. Meanwhile, 70 respondents were lower Level 0 and only a few respondents were in the upper Level 1. The result might be used as a fundamental source to produce a learning strategy in elevating van Hiele levels of geometric thinking.

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Geometry Skill Analysis In Problem Solving Reviewed From The Difference Of Cognitive Style Students Junior High School

Cited by 9 publications

References 2 publications

The Lateral Thinking Processes in Solving Mathematical Word Problems Reviewed at Adversity Quotient and Reflective Cognitive Style

The Lateral Thinking Processes in Solving Mathematical Word Problems Reviewed at Adversity Quotient and Reflective Cognitive Style

Relationships Between Cognitive Styles and Indigenous Students’ Mathematics Academic Outcomes

van Hiele Level of Geometric Thinking among Secondary School Students

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