The Relationship of Studentâ€™s Algrebraic Thinking and Cognitive Learning Style
Keywords:Algebraic Thinking, Cognitive styles, Field dependent, Field Independent
This study aimed at investigating the relationship between studentâ€™s algebraic thinking and cognitive style of Field Independent (FI) and Field Dependent (FD). The method implemented in the study is Group Embedded Figure Test (GEFT) which was intended to categorize students into the FI and FD styles. Afterward, to collect the data of studentsâ€™ algebra thinking ability, a test was administered. The result of the test was compared to the result of GEFT test by integrating a computer program to find out the relationship between the studentsâ€™ algebraic thinking and their cognitive styles, both FD and FI. The subjects of this research were the eighth-grade students totaling at 24 students. The findings of this study indicate that there is no relationship between manipulating symbols and studentsâ€™ cognitive style.. There is a relationship between generalizing and formalizing and stundentsâ€™ cognitive styles. There is a relationship between using algebra as a tool and FD. There is a relationship between reasoning and representation and studentâ€™s cognitive style.
As'ari, A.R. (2016). Matematika SMP/MTs VIII semester 1. Jakarta: Kementerian Pendidikan dan Kebudayaan.
Agoestanto, A., Sukestiyarno, Y.L., Isnarto., Rochmad., Lestari, M.D. (2019). The Position and Causes of Student Errors in Algebaric Thinking Based on Cognitive Style. International Journal of Instruction. 12(1)
Bander, S. E. (2018). Profil Berpikir Aljabar siswa SMP dalam Pemecahan masalah Matematika ditinjau dari Gaya Kognitif Field Dependent dan Field Independent. E-Jurnal Sariputra. 5(1). 92-99
Cai, J., & Knuth, E. J. (2005). Introduction : The development of students â€™ algebraic thinking in earlier grades from curricular, instructional, and. ZDM Mathematics Education, 37(1), 1â€“4.
Doughtery, B., Bryant, D. P., Bryant. B. P., Darrough, R. L. Pfannenstiel, K. H. (2015). Developing Concept and Generalizations to Build Algebraic Thinking: The Reversibility, Flexibility, and Generalization Approach. International in School and Clinic. 50 (5). 273-281
Fitriyah, D. M., Indrawatiningsih, N., & Khoiri, M. (2019). Analisis Kemampuan Berpikir Logis Matematis Siswa SMP Kelas VII dalam Memecahkan Masalah Matematika Ditinjau dari Gaya Belajar, 7(1), 1â€“14.
Hodgen, J. (2014). Improving students â€™ understanding of algebra and multiplicative reasoning : did the ICCAMS intervention work ? Proceedings of the 8th British Congress of Mathematics Education 2014, (January).
Irfan, M., Nusantara, T., Subanji, Sisworo, Wijayanto, Z., & Widodo, S. (2019). Why do pre-service teachers use the two-variable linear equation system concept to solve the proportion problem ? Why do pre-service teachers use the two-variable linear equation system concept to solve the proportion problem ? IOP Conf. Series: Journal of Physics: Conf. Series, 1â€“6. https://doi.org/10.1088/1742-6596/1188/1/012013
Julius, E., Abdullah, A. H., Suhairom, N. (2018). Attitude of Students towards Solving Problem in Algebra: A review of Nigeria Secondary Schools. IOSR Journal of Research & Method in Education (IOSR-JRME), 8(1), 24-31
Kieran, C. (2015). Algebraic thinking in the early grades : What is it Algebraic Thinking in the Early Grades : What Is It ? 1. The Mathematics Educator, 8(June), 139â€“151.
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics (Vol. 2101). National research council (Ed.). Washington, DC: National Academy Press.
Kozhevnikov, M. (2007). Cognitive Styles in the Context of Modern Psychology : Toward an Integrated Framework of Cognitive Style. Psychological Bulletin, 133(3), 464â€“481. https://doi.org/10.1037/0033-2909.133.3.464
Lestari, P., Ristanto, R. H., & Miarsyah, M. (2019). Analysis of Conceptual Understanding of Botany and Metacognitive Skill in Pre-Service Biology Teacher in Jakarta, Indonesia Analysis of Conceptual Understanding of Botany and Metacognitive Skill in Pre-Service Biology Teacher in Indonesia. Journal for the Education of Gifted Young Scientists, 2(June). https://doi.org/10.17478/jegys.515978
Lew, H. (2004). Developing Algebraic Thinking in Early Grades : Case Study of Korean Elementary School Mathematics 1. The Mathematics Educator, 8(1), 88â€“106.
Magiera, M., Kieboom, L., & Moyer, J. (2013). An exploratory study of pre-service middle school teachers â€™ knowledge of algebraic thinking. Educ Stud Math (2013), (84), 93â€“113. https://doi.org/10.1007/s10649-013-9472-8
Meng, Z., Capalbo, L., Glover, D. M., Dunphy, W. G., & Lew, D. (2009). Role for casein kinase 1 in the phosphorylation of Claspin on critical residues necessary for the activation of Chk1. Molecular Biology of the Cel. https://doi.org/10.1091/mbc.E11-01-0048
Munawaroh, S. (2020). Pengaruh Strategi Pembelajaran Matematika Realistik Kontekstual dan Motivasi Belajar Terhadap Hasil Belajar Siswa SD. IndoMath, 3(1), 36â€“43.
Naraghipour, Hoda., Baghestani, A. (2018). The Difference between Field-Dependent versus Field-Independent EFL Learners Use of Learning Strategies. International Journal of English and Education. 7(4). 65-79
Nugraha, A., & Sundayana, R. (2014). Penggunaan Alat Peraga sebagai Upaya untuk Meningkatkan Prestasi Belajar dalam Memahami Konsep Bentuk Aljabar pada Siswa Kelas VIII di SMPN 2 Pasirwangi. Mosharafa: Jurnal Pendidikan Matematika, 3(3), 133-142.
Paridjo. (2018). Kemampuan Berpikir Aljabar Mahasiswa Dalam. PRISMA, 1, 814â€“829.
Pitta-pantazi, D., & Christou, C. (2009). Cognitive styles, dynamic geometry and measurement performance. Educ Stud Math (2009), 5â€“26. https://doi.org/10.1007/s10649-008-9139-z
Radford, L. (2001). Signs And Meanings In Studentsâ€™ Emergent Algebraic. Educational Studies in Mathematics, 42(1), 237â€“268.
Rahardi, R. (2015). Reifikasi Transisi Representasi Simbolik MenujuGeneralisasi dalam Pecahan. Disertasi. PPS: Universitas Negeri Malang.
Rosita, N.T. (2018). Analysis of Algebraic reasoning ability of Cognitive Style Perspectives on Field Deppendent Field Independent and Gender. Journal of Physics: Conference Series. https://doi:10.1088/1742-6596/983/1/012153
Schmittau, J. (2011). The Role of Theoretical Analysis in Developing Algebraic Thinking : A Vygotskian Perspective. ZDMâ€”International Reviews on Mathematical Education, 37(1), 16â€“22. https://doi.org/10.1007/BF02655893.J.
Silma, U., Sujadi, I., Nurhasanah. (2019). Analaysis of Student' Cognitive Style in Learning Mathematics from Three Different Frameworks. AIP Conference Proceedings, https://doi.org/10.1063/1.5139850
Sukmawati, A. (2018). Algebraic Thinking of Elementary Students in Solving Mathematical Word Problems : Case of Male Field Dependent and Independent Student. 4th International Conference on Teacher Training and Education (ICTTE, 262(Ictte), 123â€“128.
Ulya, H. (2015). Hubungan Gaya Kognitif Dengan Kemampuan Pemecahan Masalah Matematika Siswa. Jurnal Konseling GUSJIGANG, 1(2).
Uno, H. B. (2007). Model pembelajaran menciptakan proses belajar mengajar yang kreatif dan efektif. Jakarta: Bumi Aksara.
Walkoe, J. (2014). Exploring teacher noticing of student algebraic thinking in a video club. J Math Teacher Educ, (10), 1â€“28. https://doi.org/10.1007/s10857-014-9289-0
Wang, X. (2015). The Literature Review of Algebra Learning : Focusing on the Contributions to Students â€™ Difficulties. Creative Education, (February), 144â€“153.
Witkin, H., & Moore, C. (1977). Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications. Review of Educational Research. https://doi.org/10.3102/00346543047001001
Please find the rights and licenses in IndoMath: Indonesia Mathematics Education. By submitting the article/manuscript of the article, the author(s) accept this policy.
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).Â
2. Authorâ€™s Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
IndoMath spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, IndoMath permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and IndoMath on distributing works in the journal.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
- Copyright and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in own future works, including lectures and books,
- The right to reproduce the article for own purposes,
- The right to self-archive the article,
- The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (IndoMath: Indonesia Mathematics Education).
If the article was jointly prepared by other authors, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. IndoMath will not be held liable for anything that may arise due to the author(s) internal dispute. IndoMath will only communicate with the corresponding author.
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by IndoMath.
IndoMath will publish the article (or have it published) in the journal if the articleâ€™s editorial process is successfully completed. IndoMath editors mayÂ modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.