Kemampuan Pemecahan Masalah Matematis Ditinjau dari Gaya Kognitif

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan pemecahan masalah matematis pada materi kubus dan balok ditinjau dari gaya kognitif peserta didik kelas VIII MTs Unggulan An-Nur Putri Bululawang. Penelitian ini menggunakan metode deskriptif kualitatif, dengan menggunakan tes GEFT (Group Embedded Figure Test) untuk mengetahui gaya kognitif peserta didik dan tes kemampuan pemecahan masalah matematis. Subjek penelitian adalah 4 peserta didik yang dipilih berdasarkan hasil tes GEFT yaitu 2 peserta didik bergaya kognitif field independent dan 2 peserta didik bergaya kognitif field dependent. Teknik pengumpulan data yang digunakan adalah tes dan wawancara. Berdasarkan hasil penelitian yang telah dilakukan dapat disimpulkan bahwa (1) subjek dengan gaya kognitif field independent memiliki kemampuan pemecahan masalah matematis dengan kategori baik, yaitu memiliki skor 100 dan 91, (2) subjek dengan gaya kognitif field dependent memiliki kemampuan pemecahan masalah matematis dengan kategori kurang, yaitu memperoleh skor 15.

Students’ problem-solving ability in number patterns topic viewed from cognitive styles

“…At the stage of understanding the problem, both students with an FD and FI cognitive styles can capture the information on the problem, know what concepts are contained in the problem, be able to write known things and ask questions with mathematical symbols. It is in line with the research by Mahfiroh et al (2021) andNur Afifah andNingrum (2018), which revealed that students with strong FD cognitive styles could understand problems where they can write down things that are known and ask questions with the correct symbols. Regarding students with FI cognitive styles, Mahfiroh et al (2021) and Sutama et al (2021) revealed that students could understand problems well, where students can explain the process of students can understand issues, write down known things, and ask questions appropriately.…”

“…However, the results of research by Suhatini et al (2019) revealed that FD students have not been able to understand the concept of developing a completion plan. Whereas, for students with FI cognitive style, Mahfiroh et al (2021) and Nur and Palobo (2018) found that students could plan completion with appropriate procedures.…”

“…Moreover, Nur and Palobo (2018) stated that students with field-dependent cognitive styles have global thinking, are more sensitive to social and interpersonal things, and are more likely to work in groups. Students with field-independent cognitive styles tend to be separated in observing stimuli without the help of teachers, dislike social events, like abstract principles and things, are less capable in interpersonal relationships, feel more efficient when working independently, and tend to use their abilities and do not depend on their environment (Mahfiroh et al, 2021).…”

“…Students can carry out the plan devised to obtain the right completion results. Students can study and look back on the truth of problem-solving and completion until it concludes (Mahfiroh et al, 2021;Nur & Palobo, 2018).…”

“…Based on research conducted by Nur and Palobo (2018) and the latest research conducted by (Mahfiroh et al, 2021), students with FI cognitive style can meet indicators of mathematical problem-solving skills at the stage of understanding the problem, devising a plan, carrying out the plan, and looking back. Students with the cognitive style of FI have mathematical problemsolving skills that are evenly distributed to each individual.…”