STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON TEACHING MODELS INTERVENTION AND COGNITIVE STYLE

Aloisius Loka Son, Darhim Darhim, Siti Fatimah

Abstract


The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students’ mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems.

Keywords


Mathematical Problem-Solving Ability; Teaching Models; Field Dependent-Field Independent

Full Text:

PDF

References


Abrahamson, D., Zolkower, B., & Stone, E. (2020). Reinventing realistic mathematics education at berkeley - emergence and development of a course for pre-service teachers. In M. Van Den Heuvel-panhuizen (Ed.), International Reflections on the Netherlands Didactics of Mathematics (pp. 255–277). Nederlands: Springer. https://doi.org/10.1007/978-3-030-20223-1.

Abrams, J., & Belgrave, F. Z. (2013). Field dependence. The Encyclopedia of Cross-Cultural Psychology, II(1), 1–3. https://doi.org/10.1002/9781118339893.wbeccp221.

Anthycamurty, C. C., Mardiyana, & Saputro, D. R. S. (2018). Analysis of problem solving in terms of cognitive style. Proceeding in The International Conference on Mathematics, Science and Education 2017, pp. 1–5. https://doi.org/10.1088/1742-6596/983/1/012146.

Apsari, R. A., Putri, R. I. I., Sariyasa, Abels, M., & Prayitno, S. (2020). Geometry representation to develop algebraic thinking: A recommendation for a pattern investigation in pre-algebra class. Journal on Mathematics Education, 11(1), 45-58. http://doi.org/10.22342/jme.11.1.9535.45-58.

Badger, M. S., Sangwin, C. J., Hawkes, T. O., Burn, R. P., Mason, J., & Pope, S. (2012). Teaching Problem-Solving in Undergraduate Mathematics. Coventry, UK: Coventry University https://doi.org/10.1017/CBO9781107415324.004.

C?prioar?, D. (2015). Problem solving-purpose and means of learning mathematics in school. Procedia-Social and Behavioral Sciences, 191, 1859–1864. https://doi.org/10.1016/j.sbspro.2015.04.332.

Carraher, E., Smith, R. E., & De Lisle, P. (2017). Cognitive styles. In Leading Collaborative Architectural Practice (pp. 179–195). https://doi.org/10.1177/002221947000300101.

Chinn, S., & Ashcroft, R. E. (2017). Cognitive (thinking) style in mathematics. In Mathematics for Dyslexics and Dyscalculics (Fourth, pp. 48–61). https://doi.org/10.1002/9781119159995.ch3.

Chong, M.S.F., Shahrill, M., & Li, H-C. (2019). The integration of a problem solving framework for Brunei high school mathematics curriculum in increasing student’s affective competency. Journal on Mathematics Education, 10(2), 215-228. https://doi.org/10.22342/jme.10.2.7265.215-228.

Chrysostomou, M., Pantazi, D. P., Tsingi, C., Cleanthous, E., & Christou, C. (2012). Examining number sense and algebraic reasoning through cognitive styles. Educational Studies in Mathematics, 83(2), 205–223. https://doi.org/10.1007/s10649-012-9448-0.

Curwen, M. S., Miller, R. G., Smith, K. A. W., & Calfee, R. C. (2010). Increasing teachers’ metacognition develops students’ higher learning during content area literacy instruction: Findings from the read-write cycle project. Issues in Teacher Education, 19(2), 127–151. Retrieved from https://eric.ed.gov/?id=EJ902679.

Foshay, R., & Kirkley, J. (2003). Principles for teaching problem solving. Plato Learning, 1–16. https://doi.org/10.1.1.117.8503&rep=rep1&type=pdf.

Freudenthal, H. (2002). Revisiting Mathematics Education. Dordrecht: Kluwer Publisher. https://doi.org/10.1007/0-306-47202-3.

Gravemeijer, K. G. (1994). Educational development and developmental research in mathematics education. Journal for Research in Mathematics Education, 25(5), 443–471. https://doi.org/10.2307/749485.

Heuvel-panhuizen, M. V. D., & Drijvers, P. (2014). Realistic Mathematics Education. Encyclopedia of Mathematics Education, 521–534. https://doi.org/10.1007/978-94-007-4978-8.

Huda, M. J., Florentinus, T. S., & Nugroho, S. E. (2020). Students’ mathematical problem-solving ability at Realistic Mathematics Education (RME). Journal of Primary Education, 9(2), 228–235. https://doi.org/10.15294 /jpe.v9i2.32688.

IEA. (2016). The TIMSS 2015 International Results in Mathematics. In TIMSS & PIRLS International Study Center. Retrieved from http://timss2015.org/.

Marwazi, M., Masrukan, & Putra, N. M. D. (2019). Analysis of problem solving ability based on field dependent cognitive style in discovery learning models. Journal of Primary Education, 8(2), 127–134. https://doi.org/10.15294/jpe.v8i2.25451.

Mefoh, P. C., Nwoke, M. B., & Chijioke, J. B. C. C. A. O. (2017). Effect of cognitive style and gender on adolescents’ problem solving ability. Thinking Skills and Creativity, 25, 47–52. https://doi.org/10.1016/j.tsc.2017.03.002.

NCTM. (2000). Principles and Standards for School Mathematics. United States of America: NCTM.

Nicolaou, A. A., & Xistouri, X. (2011). Field dependence/independence cognitive style and problem posing: an investigation with sixth grade students. Educational Psychology, 31(5), 611–627. https://doi.org/10.1080/01443410.2011.586126.

OECD. (2019). PISA 2018 Results: What Student Know and Can Do. https://doi.org/10.1787/5f07c754-en.

Onwumere, O., & Reid, N. (2014). Field dependency and performance in mathematics. European Journal of Educational Research, 3(1), 43–57. https://doi.org/10.12973/eu-jer.3.1.43.

Pithers, R. T. (2006). Cognitive learning style: A review of the field dependent-field independent approach. Journal of Vocational Education and Training, 54(1), 117–132. https://doi.org/10.1080/13636820200200191.

Polya, G. (1957). How To Solve It: A New Aspect of Mathematical Method (Second). https://doi.org/10.2307/j.ctvc773pk.

Prahmana, R. C. I., Zulkardi, & Hartono, Y. (2012). Learning multiplication using Indonesian traditional game in third grade. Journal on Mathematics Education, 3(2), 115-132. https://doi.org/10.22342/jme.3.2.1931.115-132.

Purwati, L., Rochmad, & Wuryanto. (2018). An analysis of mathematical problem solving ability based on hard work character in mathematics learning using connecting organizing reflecting extending model. Unnes Journal of Mathematics Education, 7(3), 195–202. https://doi.org/10.15294/ujme.v7i1.28977.

Saleh, M., Prahmana, R.C.I., Isa, M., & Murni. (2018). Improving the reasoning ability of elementary school student through the indonesian realistic mathematics education. Journal on Mathematics Education, 9(1), 41-54. http://dx.doi.org/10.22342/jme.9.1.5049.41-54.

Son, A. L., Darhim, & Fatimah, S. (2019). An analysis to student errors of algebraic problem solving based on Polya and Newman theory. International Seminar on Applied Mathematics and Mathematics Education, 1315(1), 12069. https://doi.org/10.1088/1742-6596/1315/1/012069.

Sudarman, Setyosari, P., Kuswandi, D., & Dwiyogo, W. D. (2016). The effect of learning strategy and cognitive style toward mathematical problem solving learning outcomes. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(3), 137–143. https://doi.org/10.9790/7388-060304137143.

Tambychik, T., & Meerah, T. S. M. (2010). Students’ difficulties in mathematics problem-solving: What do they say? Procedia-Social and Behavioral Sciences, 8, 142–151. https://doi.org/10.1016/j.sbspro.2010.12.020.

Treffers, A. (1987). Three dimensions: A model of goal and theory description in mathematics education. In A. J. Bishop (Ed.), Springer Briefs in Applied Sciences and Technology (First). https://doi.org/10.1007/978-94-009-3707-9.

Ulandari, L., Amry, Z., & Saragih, S. (2019). Development of learning materials based on realistic mathematics education approach to improve students ’ mathematical problem solving ability and self-efficacy. International Electronic Journal of Mathematics Education, 14(2), 375–383. https://doi.org/10.29333/iejme/5721.

Volkova, E. V., & Rusalov, V. M. (2016). Cognitive styles and personality. Personality and Individual Differences, 99, 266–271. https://doi.org/10.1016/j.paid.2016.04.097.

Wijayanti, A., Herman, T., & Usdiyana, D. (2017). The implementation of CORE model to improve students’ mathematical problem solving ability in secondary school. Advances in Social Science, Education and Humanities Research, 57, 89–93. https://doi.org/10.2991/icmsed-16.2017.20.

Witkin, H. A. (1971). The role of cognitive style in academic performance and in teacher-student relations. In ETS Research Bulletin Series. https://doi.org/10.1002/j.2333-8504.1973.tb00450.x.

Yilmaz, R. (2020). Prospective mathematics teachers’ cognitive competencies on realistic mathematics education. Journal on Mathematics Education, 11(1), 17-44. http://doi.org/10.22342/jme.11.1.8690.17-44.




DOI: https://doi.org/10.22342/jme.11.2.10744.209-222

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Journal on Mathematics Education
Doctoral Program on Mathematics Education
Faculty of Teacher Training and Education, Universitas Sriwijaya
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139
email: jme@unsri.ac.id
p-ISSN: 2087-8885 | e-ISSN: 2407-0610

Creative Commons License
Journal on Mathematics Education (JME) is licensed under a Creative Commons Attribution 4.0 International License.


View My Stats