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All Journal Journal on Mathematics Education (JME) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Medives KALAMATIKA Jurnal Pendidikan Matematika Wacana Akademika : Majalah Ilmiah Kependidikan PRISMA IndoMath: Indonesia Mathematics Education Formatif: Jurnal Ilmiah Pendidikan MIPA M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Gema Wiralodra Range : Jurnal Pendidikan Matematika Journal of Instructional Mathematics MATH-EDU: Jurnal Ilmu Pendidikan Matematika Jurnal Abdimas Prakasa Dakara Brillo Journal Jurnal Pengabdian Sains dan Humaniora VARIANSI: Journal of Statistics and Its Application on Teaching and Research International Journal of Science Education and Cultural Studies
Aloisius Loka Son
Univesitas Timor
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal on Mathematics Education (JME)

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STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON TEACHING MODELS INTERVENTION AND COGNITIVE STYLE Aloisius Loka Son; Darhim Darhim; Siti Fatimah
Journal on Mathematics Education Vol 11, No 2 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.11.2.10744.209-222

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.
Co-Authors Aan Juhana Senjaya admin pythagoras, admin Bete, Hendrika Darhim Darhim Dominikus Nitsae Efonius Piter Liwu Elisabeth Olo Fatimah, Siti Ferdinandus Mone Fiki Alghadari Gunadi, Farid Javier García-García Kondradus Yohanes Klau Lily Aulin Assya Mada, Grandianus Seda Maifa, Talisadika Serrisanti Maria Delastrada Fallo Maria Delviana Mali Maria Rosalinda Talan Maria Rosalinda Talan mone, ferdinandus Muhamad Galang Isnawan Nugraha K. F. Dethan Oktaviani Marisa Tahu Oktovianus Mamoh Rizkiah Nurul Fitriani Ronaldus Ariyanto Jelahu Rosyadi Rosyadi Rosyadi Runisah, Runisah Sefrinus Kehi Selestina Nahak Simarmata, Justin Eduardo Sri Adi Widodo Sudirman Sudirman Sudirman Wua Laja, Yosepha Patricia Yakoba Yusina Muanley Yohanes Ndapa Deda Yunita, Ika Zulkaidah Nur Ahzan