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Pengaruh Gaya Kognitif Field Dependent dan Field Independent terhadap Numerasi Matematis Siswa SMP

Introduction

Pengaruh gaya kognitif field dependent dan field independent terhadap numerasi matematis siswa smp. Pelajari pengaruh gaya kognitif (Field Dependent & Independent) terhadap numerasi matematis siswa SMP. Ditemukan dampak signifikan: siswa Field Independent meraih skor numerasi lebih tinggi.

Abstract

This study aims to describe the influence of cognitive style on junior high school students' mathematical numeracy. The study used a quantitative approach with the ex post facto method. The subjects of the study were junior high school students classified based on Field Independent (FI) and Field Dependent (FD) cognitive styles. The instruments used included mathematical numeracy tests and the Group Embedded Figures Test (GEFT) to measure cognitive style. The population of this study was grade VIII students of SMP Negeri 2 Plandaan Jombang. Sampling was carried out using the purposive random sampling method so that 45 students from grade VIII C and VIII D were obtained as samples, where there were 21 FI students and 24 FD students. The results of the regression analysis showed that cognitive style had a significant effect on numeracy ability, with a coefficient of determination (R²) of 0.913. This shows that 91.3% of the variation in students' numeracy ability can be influenced by cognitive style. These findings indicate that students with Field Independent cognitive style have higher numeracy scores compared to Field Dependent students.

Review

The study, "Pengaruh Gaya Kognitif Field Dependent dan Field Independent terhadap Numerasi Matematis Siswa SMP," addresses a highly relevant topic in educational psychology and mathematics education: the interplay between cognitive style and mathematical numeracy. The abstract clearly outlines the study's objective to describe this influence using a quantitative, ex post facto approach. The primary finding, that cognitive style significantly affects students' numeracy ability, is compelling, particularly the reported coefficient of determination (R²) of 0.913, suggesting a very strong relationship. The observation that Field Independent (FI) students demonstrate higher numeracy scores compared to their Field Dependent (FD) counterparts presents a valuable insight for understanding individual differences in mathematical learning. Methodologically, the study employs appropriate tools and design for its stated aims. The use of the Group Embedded Figures Test (GEFT) to classify cognitive styles and standardized mathematical numeracy tests ensures a degree of rigor in data collection. The sampling method, purposive random sampling, targeting Grade VIII students from a specific school, is described, yielding a sample of 45 students. While the sample size is modest, the clear classification into FI and FD groups allows for a direct comparison. The application of regression analysis to determine the influence of cognitive style on numeracy is a suitable statistical approach, and the reported high R² value underscores a powerful relationship within the observed sample. While the findings are significant, the abstract leaves some areas for consideration. The extremely high R² value, while striking, might prompt further inquiry into potential confounding variables or the specificity of the sample and context, as such a strong single-variable influence is unusual in educational research. The study's focus on one school in Jombang, though providing specific data, limits the generalizability of the findings without further replication in diverse settings. Nevertheless, the implications for educational practice are clear: understanding students' cognitive styles can inform differentiated instruction strategies to enhance mathematical numeracy. Future research could delve deeper into *how* cognitive style mediates numeracy performance, explore longitudinal effects, or investigate interventions specifically designed to support FD students in improving their mathematical numeracy skills.

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