Profile Number Sense of 5th Grade Students Subject Based on Field-Dependent and Field-Independent Cognitive Style

Risa Mariana, Siti Khabibah, Siti Maghfirotun Amin

Abstract


Number sense can vary from person to person, number sense variations can be caused by learning experiences of mathematics, mathematical abilities, and cognitive styles. This research is a qualitative descriptive study that aims to determine the number sense profile of grade V SD students in terms of the field-dependent and field-independent cognitive styles on fraction material. So the research begins by giving a math ability test, cognitive style test, and number sense test. The subjects of this study were fifth-grade students of SDN Ngagel Rejo V Surabaya with field-dependent and field-independent styles with equivalent math abilities. Data collection was continued with the number sense test, and interviews and checks using time triangulation. The results showed that students with a field-independent cognitive style tended to use logical reasoning and actively processed information and were able to simplify complex problems well. They also have a high of number sense so that they can answer and describe answers based on their analytical skills. For example, when comparing the concept of numbers, they can show that there is another fraction or decimal between two fractions or decimals. Whereas students in the field-dependent cognitive style only compare the values of the two fractions or decimals, which means they have difficulty separating and distinguishing objects. simple of complex objects. They also tend to do conventional learning such as doing multiplication using a pencil and writing on paper and cannot analyze a thing or question with an estimate or approach. Therefore, students' cognitive styles must be learned and aligned with existing teaching strategies in several schools. Teaching adjustments that are in line with students' cognitive styles are needed to improve student performance.


Keywords


Number Sense; Cognitive Style; Field-Dependent; Field-Independent;

Full Text:

PDF

References


Andreas, D.,N. (2013). Proses Berpikir Siswa SMA Dalam Menyelesaikan Masalah Matematika pada Materi Turunan Ditinjau dari Gaya Kognitif Field Independent dan Field Dependent. Surabaya: Surabaya State University.

Chrysostomou, M. (2011). Proc. Int. Conf. on European Research in Mathematics Education Cognitive styles and their relation to number sense and algebraic reasoning. Greek: University of Cyprus.

Depdiknas. (2006). Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Departemen Pendidikan Nasional.

Dehaene, S. (2001). Precis of The Number Sense. New Jersey: Willey Online Library.

Kemendikbud, (2013). Kerangka Dasar dan Struktur Kurikulum 2013. Jakarta: Kemendikbud.

McIntosh, A. (1997). Number sense in School Mathematics: Student performance in four countries. Perth: Edith Cowan University.

McIntosh, A. (1989). A Proposed Framework for Examining Basic Number Sense. US: National Science Foundation.

Mohamed, M and Johnny, J. (2010). Proc. Int. Conf. on Mathematics Education Reearch. Vol. 8 Amsterdam: Elsevier. p 317-324.

Mufidah, I. (2017). Profil Number Sense Siswa SD pada Materi Pecahan Ditinjau dari Gaya Kognitif Object Imagery, Spatial Imagery, & Verbal. Surabaya: Surabaya State University.

O’Malley, J., M. (1985). Learning strategy applications with students of English as a foreign language J. TESOL Quarterly vol 19. Amsterdam: Elsevier. p 557-584.

S Agustan. (2012). Reflective Thinking In Solving An Algebra Problem: A Case Study Of Field Independent Prospective Teachers. Journal of Physics - Conference Series. JOP893(1)012002.

Saracho, O., N. (1997). Teachers and Students Cognitive Style in Early Childhood Education. US: Greenwood Press.

Sengul, S and Gulbagci, H. (2012). Proc. W. Conf. on Education Sciences. Amsterdam: Elsevier. Vol. 46. p 2289-2293.

Sengul, S. (2013). J Educational Sciences: Theory & Practice. Vol. 13. Netherlands: Edam. p 1965-1974.

Slameto. (2015). Belajar dan Faktor yang mempengaruhinya. Jakarta: Rineka Cipta.

Yang, D., C., (2008). Int. Elec. J. of Mathematics Education Vol. 3. pp.110-124.

Witkin, H., A., (1977). J. Review of Educational Research Winter Vol. 47. New York: Wiley Online Library. p 1-64.




DOI: https://doi.org/10.29103/ijevs.v2i12.3353

Article Metrics

 Abstract Views : 49 times
 PDF Downloaded : 3 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Risa Mariana, Siti Khabibah, Siti Maghfirotun Amin


International Journal for Educational and Vocational Studies (IJEVS)

E-ISSN : 2684-6950