The spatial thinking process of the field-dependent students in reconstructing the geometrical concept

Bintoro, Henry Suryo; Sukestiyarno, YL; Mulyono, Mulyono; Walid, Walid

doi:10.11591/ijere.v11i3.22399

Cited by 3 publications

(3 citation statements)

References 33 publications

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“…Their results showed that individuals' predisposition towards field independence predicted higher performance on mental rotation and perspective-taking tasks. Bintoro et al [35] studied how the field dependency of high school students influences their spatial thinking process. Their results demonstrated that FD students have difficulty creating spatial representation and exhibit the inaccuracy of spatial thinking.…”

Section: Cognitive Style and Spatial Abilitymentioning

confidence: 99%

Towards Personally Relevant Navigation: The Differential Effects of Cognitive Style and Map Orientation on Spatial Knowledge Development

Park,

Dixit,

Pariafsai

2024

Applied Sciences

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Under emergencies such as floods and fires or during indoor navigation where cues from local landmarks and a Global Positioning System (GPS) are no longer available, the acquisition of comprehensive environmental representation becomes particularly important. Several studies demonstrated that individual differences in cognitive style might play an important role in creating a complete environmental representation and spatial navigation. However, this relationship between cognitive style and spatial navigation is not well researched. This study hypothesized that a specific type of map orientation (north-up vs. forward-up) might be more efficient for individuals with different cognitive styles. Forty participants were recruited to perform spatial tasks in a virtual maze environment to understand how cognitive style may relate to spatial navigation abilities, particularly the acquisition of survey and route knowledge. To measure survey knowledge, pointing direction tests and sketch map tests were employed, whereas, for route knowledge, the landmark sequencing test and route retracing test were employed. The results showed that both field-dependent and field-independent participants showed more accurate canonical organization in their sketch map task with a north-up map than with a forward-up map, with field-independent participants outperforming field-dependent participants in canonical organization scores. The map orientation did not influence the performance of Field-Independent participants on the pointing direct test, with field-dependent participants showing higher angular error with north-up maps. Regarding route knowledge, field-independent participants had more accurate responses in the landmark sequencing tests with a north-up map than with a forward-up map. On the other hand, field-dependent participants had higher accuracy in landmark sequencing tests in the forward-up map condition than in the north-up map condition. In the route retracing test, however, the map orientation had no statistically significant effect on different cognitive style groups. The results indicate that cognitive style may affect the relationship between map orientation and spatial knowledge acquisition.

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Section: Cognitive Style and Spatial Abilitymentioning

confidence: 99%

Towards Personally Relevant Navigation: The Differential Effects of Cognitive Style and Map Orientation on Spatial Knowledge Development

Park,

Dixit,

Pariafsai

2024

Applied Sciences

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“…In this process, students apply their observational findings from the practicum to bolster their existing theoretical knowledge, thereby constructing a robust conceptual framework [11][12][13][14]. The significance of engaging in practicum activities in the context of science education is underpinned by four pivotal reasons [15]. Firstly, it elevates students' motivation to delve into scientific subjects.…”

Section: Introductionmentioning

confidence: 99%

Development of Predict-Observe-Write (POW) learning model to improve student’s understanding of concepts on the topic of fluids

Saputra,

Satriawan,

Hermanto

et al. 2024

J. Phys.: Conf. Ser.

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This study aimed to determine the effectiveness of the POW model in improving students’ conceptual understanding of the topic of fluids. The research sample consisted of 25 students from Universitas Negeri Surabaya. The results of the data analysis showed that the average score on the initial test was 11.24, and the average score on the final test was 25.00. Analysis using N-Gain obtained a value of 83.74 or on the high criteria. Many students need to understand that hydrostatic pressure only depends on the depth of the fluid. Hydrostatic pressure depends on the specific gravity of the fluid and the depth of the fluid. Data analysis used the t-test using the SPSS application at a significance level of 0.05 with the prerequisite tests for normality and homogeneity. Sig obtained the results of the problem-solving statistical test. = 0.000 and understanding of the Sig. = 0.000 with the criteria to accept Ho if Sig. > 0.05 and reject H0 if Sig. < 0.05. Sig. Value < 0.05 so that H1 is accepted and Ho is rejected with the conclusion that there is a significant increase in students’ understanding of concepts after applying the POW (Predict-Observe-Write) model assisted by virtual simulation. This is due to the virtual simulation-assisted POW model, which requires active students and facilitates students in learning and developing concepts.

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“…Cognitive style is a person's thinking ability to process, store and use to respond to information (Bassey et al, 2009;Ratuanik, 2018). Cognitive style is a variable that teachers must pay attention to in designing learning because cognitive style can influence the way students learn and the way students interact with teachers in the classroom (Bintoro et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Mathematical Representations Based on Field-Dependent and Field-Independent Cognitive Styles

Sobirin,

Setiawan,

Faradiba

2023

J. Math. Edu.

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Mathematical representation ability is very important for students, but many students still need to be able to solve mathematical problems with various mathematical representation abilities. This research is narrative research with a qualitative approach to describe the problems of students' mathematical representation abilities in terms of field-dependent and field-independent cognitive styles on the set topic. A total of 4 students, based on the GEFT test and the results of the subject teacher's directions, tended to field-dependent and field-independent cognitive styles. The instruments used in this study were the GEFT test, questions of representation ability, and interview guidelines. The results of the data analysis show that the mathematical representation abilities of students with a field-dependent cognitive style can represent with several models. In contrast, the mathematical representation abilities of students with a field-independent cognitive style can represent all indicators. Based on these conditions, in the learning process, the teacher can plan a differentiated lesson by paying attention to the differences in students' cognitive styles.

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The spatial thinking process of the field-dependent students in reconstructing the geometrical concept

Cited by 3 publications

References 33 publications

Towards Personally Relevant Navigation: The Differential Effects of Cognitive Style and Map Orientation on Spatial Knowledge Development

Towards Personally Relevant Navigation: The Differential Effects of Cognitive Style and Map Orientation on Spatial Knowledge Development

Development of Predict-Observe-Write (POW) learning model to improve student’s understanding of concepts on the topic of fluids

Mathematical Representations Based on Field-Dependent and Field-Independent Cognitive Styles

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