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Journal articles on the topic 'Field-dependent and field-independent'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Rozestraten, Reinier J. A., and Annieck Pottier. "Educational levels and field-dependent/field-independent perceptual style." Bulletin of the Psychonomic Society 26, no. 3 (September 1988): 212–13. http://dx.doi.org/10.3758/bf03337290.

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2

Ghufron, M. Nur, and Rini Risnawita Suminta. "EPISTEMIC BELIEFS ON FIELD-DEPENDENT AND FIELD-INDEPENDENT LEARNING STYLE." Jurnal Cakrawala Pendidikan 39, no. 3 (October 14, 2020): 532–44. http://dx.doi.org/10.21831/cp.v39i3.23800.

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Research in contemporary education over the past few decades has led to considering the influence of non-cognitive factors such as learning styles in various learning behaviors. This study aims to examine the influence of the epistemic beliefs that consist of belief in knowledge and belief in learning on field-dependent and field-independent learning styles. The sample consisted of 129 students at the Early Childhood Islamic Education Study Program, Department of Islamic Education, Kudus State Islamic Institute through the simple random sampling technique. The data collection technique was through the use of questionnaires. There are three scales employed in this study, namely epistemological trust scale, dependent learning style and independent learning style. Data were analyzed by using Structural Equation Modeling. The results show that the belief in learning has a significant and positive effect on the field-dependent and field-independent learning style. Meanwhile, the belief in learning has only a significant and negative effect on the field-independent learning style and has no significant effect on field-dependent learning style. The results provide some insightful considerations regarding the utilization of epistemic beliefs for improving learners’ interaction with the surrounding context to obtain an optimal academic performance.

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3

Rahmawati, Sayyidah Umma, and Senja Putri Merona. "BERPIKIR REFLEKTIF SISWA BERDASARKAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENT." EDUPEDIA 3, no. 2 (October 18, 2019): 117. http://dx.doi.org/10.24269/ed.v3i2.307.

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Penelitian ini bertujuan untuk mendeskripsikan berpikir reflektif siswa ditinjau dari gaya kognitif field independent dan field dependent. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Adapun istrumen yang digunakan adalah Group Embedded Figure Test (GEFT), tes soal berpikir reflektif dan wawancara. Sedangkan analisis data yang digunakan adalah analisis data Miles dan Huberman yang tediri dari reduksi data, penyajian data dan kesimpulan atau verifikasi.Hasil penelitian ini menunjukkan bahwa pada indikator berpikir reflektif reacting terdapat kesamaan berpikir reflektif antara siswa field independent dan field dependent. Pada indikator berpikir reflektif comparing terdapat perbedaan dalam hal menghubungkan pengetahuan yang diberikan dengan pengetahuan yang dimiliki. Pada indikator berpikir reflektif contemplating terdapat perbedaan pada kemampuan mendeteksi kesalahan. Temuan lain dalam penelitian ini adalah bahwa siswa field independent menjelaskan jawabannya dengan detail dan rinci, cenderung menggunakan cara menghafal dan memiliki kepercayaan diri yang tinggi. Sedangkan siswa field dependent menjelaskan jawabannya secara umum, memiliki analisis yang baik dan menyukai cara yang telah ditetapkan

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4

Amalia, Fardatul, Junaidah Wildani, and Mohammad Rifa'i. "Literasi Statistik Siswa Berdasarkan Gaya Kognitif Field Dependent dan Field Independent." Jurnal Edukasi Matematika dan Sains 8, no. 1 (March 14, 2020): 1. http://dx.doi.org/10.25273/jems.v8i1.5626.

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<p>Penelitian ini bertujuan untuk mengetahui profil literasi statistik siswa kelas IX ditinjau dari gaya kognitif <em>field dependent</em> dan <em>field independent</em>. Penelitian ini dilaksanakan di MTs Assa’adah II. Subjek penelitian sebanyak dua siswa yang terdiri dari satu siswa bergaya kognitif <em>field dependent</em> dan satu siswa bergaya kognitif <em>field independent</em>. Metode pengumpulan data yang digunakan yaitu melalui tes dan wawancara. Tes yang digunakan terdiri dari tes GEFT untuk mengelompokkan gaya koginitif siswa dan tes literasi statistik untuk memperoleh data profil literasi statistik siswa berdasarkan kemampuan matematika yang setara. Sedangkan, metode wawancara digunakan untuk memperoleh informasi mengenai proses siswa dalam mengerjakan soal. Berdasarkan hasil penelitian, siswa yang memiliki gaya kognitif <em>field dependent </em>kurang mampu membaca data dalam tabel, tidak mampu menentukan data yang akan disajikan ke dalam diagram batang dan tidak mampu menyajikan diagram batang dengan benar. Sedangkan, siswa yang memiliki gaya kognitif <em>field independent </em>mampu membaca data yang disajikan, mampu menentukan data yang akan disajikan ke dalam diagram batang dan mampu menyajikan diagram batang dengan benar.</p>

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5

Muliawati, Novita Eka. "PROFIL METAKOGNISI SISWA FIELD-INDEPENDENT DAN FIELD-DEPENDENT DALAM MEMECAHKAN MASALAH MATEMATIKA." JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) 3, no. 1 (March 27, 2017): 79. http://dx.doi.org/10.29100/jp2m.v3i1.293.

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<p class="NormalMAT"><em>Penelitian ini bertujuan untuk mendeskripsikan profil matakognisi siswa SMA kelas X yang memiliki gaya kognitiffield-independent dan gaya kognitif field-dependent dalam memecahkan masalah matematika pada materi persamaan dan fungsi kuadrat. Subjek peneltian terdiri dari satu siswa field-independent dan satu siswa field-dependent yang mempunyai kemampuan setara. Data penelitian yang dikumpulkan berupa hasil tes dan hasil wawancara. Analisis data dalam penelitian ini terdiri dari tiga tahapan yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa field-independent dan field-dependent memiliki profil metakognisi yang sama pada tahap memahami masalah dan melaksanakan rencana pemecahan masalah. Sedangkan pada tahapan merencanakan pemecahan masalah dan memeriksa hasil pemecahan masalah, siswa field-independent dan field-dependent memiliki profil metakognisi yang berbeda.</em><em></em></p>

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6

H Mailili, Wahyuni. "Deskripsi Hasil Belajar Matematika Siswa Gaya Kognitif Field Independent dan Field Dependent." ANARGYA: Jurnal Ilmiah Pendidikan Matematika 1, no. 1 (April 30, 2018): 1–7. http://dx.doi.org/10.24176/anargya.v1i1.2371.

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7

Azlina, N., S. M. Amin, and A. Lukito. "Creativity of Field-dependent and Field-independent Students in Posing Mathematical Problems." Journal of Physics: Conference Series 947 (January 2018): 012031. http://dx.doi.org/10.1088/1742-6596/947/1/012031.

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8

T., Pithers R. "Cognitive learning style: a review of the field dependent-field independent approach." Journal of Vocational Education & Training 54, no. 1 (March 2002): 117–32. http://dx.doi.org/10.1080/13636820200200191.

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9

Motahari, Masoud Seid, and Mehrnoush Norouzi. "The Difference between Field Independent and Field Dependent Cognitive Styles regarding Translation Quality." Theory and Practice in Language Studies 5, no. 11 (November 22, 2015): 2373. http://dx.doi.org/10.17507/tpls.0511.23.

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10

Karamaerouz, Mohamad Javad, Ali Abdi, and Soosan Laei. "Learning by Employing Educational Multimedia in Field-dependent and Field-independent Cognitive Styles." Universal Journal of Educational Research 1, no. 4 (December 2013): 298–302. http://dx.doi.org/10.13189/ujer.2013.010404.

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11

Davis, J. Kent. "The field independent‐dependent cognitive style and beginning reading." Early Child Development and Care 29, no. 2 (January 1987): 119–32. http://dx.doi.org/10.1080/0300443870290203.

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12

Wang, Li-Jun, Xin Wang, and Ming-Zhang Ren. "Field-Dependent-Independent Cognitive Style in Solving Dynamics Problems." Psychological Reports 92, no. 3 (June 2003): 867–80. http://dx.doi.org/10.2466/pr0.2003.92.3.867.

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251 senior middle school (Grade 11) students were tested on the Chinese Group Embedded Figures Test and Dynamic Problems Test. A 2 (cognitive style) × 2 (sex) analysis of variance indicated a nonsignificant effect with respect to cognitive style in solving easier Dynamics problems but a main significant effect in solving complex Dynamics problems. Multiple comparisons (post hoc t tests) indicated that cognitive style is a significant factor among boys but not girls. The difference between Field-independent students and Field-dependent students in solving complex Dynamics problems may be that the former students more easily form a clear map of motion than the latter students.

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13

Natasia, Disa, Eka Putri Azrai, and Ernawati Ernawati. "New Enviromental Paradigm (NEP) Differences Student with Field Independent and Field Dependent Cognitive Style." BIOSFER: JURNAL PENDIDIKAN BIOLOGI 8, no. 2 (January 17, 2018): 1–8. http://dx.doi.org/10.21009/biosferjpb.8-2.1.

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Student perspective on the environment and the factors that can influence it is important to be known. Student perspective on the environment can be determined by measuring the New Environment Paradigm (NEP). New Environmental Paradigm is a new perspective on the environment that reflects a better concern for the environment. New Environmental Paradigm owned by students can be different from one another are assumed to be influenced by cognitive style. Cognitive style is divided into field independent and field dependent. The purpose of this study was to determine the differences in the New Environmental Paradigm student with a cognitive style of field independent and field dependent. This research was conducted at the State University of Jakarta on June 2015. The method used is ex post facto. Samples are 82 students of 2014 biology class using the Slovin formula with simple random sampling technique. The test results prerequisite to Kolmogorov-Smirnov (α = 0.05) and Levene (α = 0.05) showed normal data and homogeneous. t test results (α = 0.05) showed that there is a difference in the average score of the New Environmental Paradigm (NEP) student with field independent and field dependent cognitive style. Results of this study have implications for academic practitioners to provide the most effective strategies to convey information in an attempt to fix the student perspective on the environment through Environmental Science subjects.

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14

Prihatiningsih, Mirsa, and Novisita Ratu. "Analisis Tingkat Berpikir Kreatif Siswa Ditinjau Dari Gaya Kognitif Field Dependent dan Field Independent." Jurnal Cendekia : Jurnal Pendidikan Matematika 4, no. 1 (May 5, 2020): 353–64. http://dx.doi.org/10.31004/cendekia.v4i2.218.

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Penelitian ini merupakan penelitian diskriptif kualitatif. Tujuan penelitian ini untuk mendiskripsikan tingkat kemampuan berpikir kreatif yang dimiliki siswa dengan gaya kognitif Field Dependent (FD) dan siwa dengan gaya kognitif Field Independent (FI) dalam menyelesaikan masalah luas gabungan bangun datar (segitiga dan segiempat). Tingkat Kemampuan Berpikir Kreatif (TKBK) yang diamati berdasarkan penilaian indikator kefasihan, fleksibilitas, dan kebaruan yaitu TKBK 0, TKBK 1, TKBK 2, TKBK 3, dan TKBK 4. Subjek penelitian ini yaitu 3 siswa dengan gaya kognitif FD dan 3 siswa dengan gaya kognitif FI kelas VIII A SMP Negeri 6 Salatiga. Pengambilan sampel dilakukan dengan teknik purposive sampling. Pengambilan data dilakukan dengan tes Group Embedded Figures Test (GEFT), tes berpikir kreatif, dan wawancara. Hasil analisis data sebagai berikut: 1) Tingkat Kemampuan Berpikir Kreatif yang dimiliki subjek dengan gaya kognitif FD dalam menyelesaikan masalah matematika yaitu TKBK 1 (kurang kreatif) dan TKBK 3 (kreatif), 2) Tingkat Kemampuan Berpikir Kreatif yang dimiliki subjek dengan gaya kognitif FI dalam menyelesaikan masalah matematika yaitu TKBK 1 (kurang kreatif) dan TKBK 2 (cukup kreatif).

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15

Suhandono, Yuli. "Proses Metakognitif dalam Pengajuan Masalah Geometri Berdasarkan Gaya Kognitif Field Dependent dan Field Independent." Jurnal Review Pembelajaran Matematika 2, no. 1 (June 16, 2017): 40–59. http://dx.doi.org/10.15642/jrpm.2017.2.1.40-59.

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This study aimed to describe about metacognitive process of student in geometry problem posing based cognitive style Field Dependent (FD) and Field Independent (FI). The subjects were four students of grade X. The result showed that metacognitive process of subjects FD and FI first category in posing geometry problem, doing activity of planning, monitoring and evaluating process and the result thinking about every step of problem posing. Metacognitive process of subject FD of second category in posing geometry problem, doing activity of planning, monitoring, and evaluating process and the result thinking about step understanding information, arranging the planning of problem posing and formulating problem. Furthermore, metacognitive process of subject FI second category in posing geometry problem, doing of planning activity, monitoring and evaluating process and the result thinking about step understanding information, arranging the planning of problem posing and controlling back of suitability problem made with first information

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16

Ling, Chen, and Gavriel Salvendy. "Effect of evaluators’ cognitive style on heuristic evaluation: Field dependent and field independent evaluators." International Journal of Human-Computer Studies 67, no. 4 (April 2009): 382–93. http://dx.doi.org/10.1016/j.ijhcs.2008.11.002.

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17

Nurhardiani, Nurhardiani, and Muhammad Syawahid. "KEMAMPUAN BERFIKIR FORMAL SISWA SMA DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT." Jurnal Tatsqif 15, no. 2 (December 17, 2017): 191–210. http://dx.doi.org/10.20414/jtq.v15i2.8.

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Tujuan penelitian ini untuk mendeskrifsikan gaya kognitif field independent dan field dependent siswa SMA ditinjau dari jenis kelamin siswa. Siswa diminta untuk mengerjakan tes GEFT dan soal kemampuan matematika kemudian diwawancarai. Indikator yang digunakan untuk mengukur kemampuan berpikir formal adalah: (1) mampu memberikan alasan disetiap langkah yang dilakukan hingga memperoleh kesimpulan dengan benar, (2) mampu memberikan alasan disetiap langkah yang dilakukan hingga memperoleh kesimpulan kurang tepat atau terdapat kesalahan, (3) tidak dapat memberikan alasan disetiap langkah yang dilakukan. Dari hasil penelitian, diperoleh dari 66 siswa yang diberikan tes GEFT, terdapat 30 siswa dengan gaya kognitif field independent dan 36 siswa dengan gaya kognitif field dependent. Dari 30 siswa dengan gaya kognitif field independent diperoleh 2 siswa dengan kemampuan berpikir formal sangat baik berarti hanya 7%, 19 siswa dengan kemampuan berpikir formal baik berarti 63%, dan 9 siswa dengan kemampuan berpikir formal cukup baik berarti 30%. Sedangkan yang dari 36 siswa dengan gaya kognitif field dependent diperoleh 6 siswa dengan kemampuan berpikir formal cukup baik artinya 16% dan 30 siswa dengan kemampuan berpikir formal kurang artinya 84%. Kemampuan berpikir formal sangat baik ditunjukkan dengan kemampuan memberikan alasan disetiap langkah yang dilakukan hingga memperoleh kesimpulan yang benar pada dua soal yang diberikan. Kemampuan berpikir formal baik ditunjukkan dengan kemampuan memberikan alasan disetiap langkah yang dilakukan hingga memperoleh kesimpulan kurang tepat atau terdapat kesalahan pada salah satu soal yang diberikan. Kemampuan berpikir formal cukup baik ditunjukkan dengan kemampuan memberikan alasan disetiap langkah yang dilakukan hingga memperoleh kesimpulan kurang tepat atau terdapat kesalahan pada dua soal yang diberikan. Kemampuan berpikir formal kurang baik. ditunjukkan dengan ketidakmampuan siswa dalam memberikan alasan disetiap langkah yang diberikan.

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18

Guo, Chanyu, Kaixiang Zhuang, Liu Tan, Rongcan Zeng, Hao Tong, Jiang Qiu, and Guikang Cao. "The brain functional bases of field-dependent/field-independent cognitive styles and creative thinking." Chinese Science Bulletin 66, no. 19 (January 13, 2021): 2430–40. http://dx.doi.org/10.1360/tb-2020-1129.

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19

Arigawati, Nur Hijjah, and Kusnandi Kusnandi. "Students Critical Thinking Reviewed from Field-Dependent and Field-Independent on Number Pattern Material." JTAM (Jurnal Teori dan Aplikasi Matematika) 5, no. 1 (April 17, 2021): 236. http://dx.doi.org/10.31764/jtam.v5i1.3923.

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One of the competencies or learning goals in the 2013 curriculum is to promote curiosity, creativity, and the ability to arranging problem to build critical thinking which are necessary for intelligent life. However, in reality, students's critical thinking skills in mathematics are still not satisfactory. Mathematic’ material and critical thinking skills are two things that cannot be separated because mathematics material can be understood through critical thinking which is trained through learning mathematics. Learning number patterns aims to equip students to think critically, analyze, creatively, logically, and systematically. Students' critical thinking skills have related to the existence of cognitive aspects like how to complete a task, make procedures design, and be able to give the right solution in solving problems. This study aims to understand how students of junior high school solve math problems with number pattern material reviewed from students's critical thinking with Field-Dependent (FD) and Field-Independent (FI) cognitive style. The method used in this research is qualitative descriptive method with case study design. From the results of study conducted on 14 students, there were 64% students in the Independent field category and 36% students in the Dependent field category. Of the 2 students, among them taken in the Independent field category, they have high-level critical thinking skills and medium-level critical thinking skills. There are 2 students among those taken in the Dependent field category have critical thinking skills on medium level and low level.

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20

Risani, Resty Tirta, and SITI NURIYATIN. "PROFIL PEMECAHAN MASALAH MATEMATIKA SISWA DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT." JEDMA Jurnal Edukasi Matematika 1, no. 2 (January 29, 2021): 13–20. http://dx.doi.org/10.51836/jedma.v1i2.170.

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Penelitian ini bertujuan untuk mendeskripsikan profil pemecahan masalah matematika siswa ditinjau dari gaya kognitif field dependent dan field independent. Kualitatif deskriptif merupakan jenis dari penelitian ini. Penelitian dilakukan di SMP Negeri 1 Candi. Penentuan subjek berdasarkan hasil soal tes GEFT yang diberikan kepada siswa. Hal ini bertujuan untuk mengelompokkan tipe gaya kognitif siswa. Subjek penelitian ini sebanyak 2 siswa dari kelas VIII-E, yaitu 1 siswa dengan gaya kognitif field independent (FI) dengan skor hasil tes GEFT antara 13 sampai dengan 15 dan 1 siswa dengan gaya kognitif field dependent (FD) dengan skor hasil tes GEFT antara 4 sampai dengan 6. Tes pemecahan masalah aritmatika sosial diberikan untuk melihat pemecahan masalah matematika subjek dalam menyelesaikan masalah. Hasil penelitian menunjukkan perbedaan signifikan kedua subjek pada tahap melaksanakan rencana penyelesaian, yaitu subjek FI lebih mampu melaksanakan rencana penyelesaian dengan mengaitkan informasi soal dan rumus yang digunakan untuk menyeleseaikannya dibandingkan subjek FD. Subjek FI menunjukkan pemahaman yang baik dalam menentukan setiap hasil akhir perhitungan bentuk pecahan dan desimal bila dibandingkan dengan subjek field dependent.

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21

Rahmania, Septi, Mieke Miarsyah, and Nurmasari Sartono. "The Difference Scientific Literacy ability of Student having Field Independent and Field Dependent Cognitive style." BIOSFER: JURNAL PENDIDIKAN BIOLOGI 8, no. 2 (January 17, 2018): 27–34. http://dx.doi.org/10.21009/biosferjpb.8-2.5.

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Scientific Literacy refers to an individual scientific knowledge and use it to identifiy question, aquire new knowledge, explain scientific phenomena, and draw evidence based conclusion about science related issues. Scientific literacy is the final purpose of learning science for 15 years students. In learning process, students have different modal to achieve the science learning purpose. One of modal that student have named cognitive style. Different cognitive style assumed to be different scientific literacy ability. Cognitive style in this research is according to Witkin and Goodenough (1981) in Altun and Cakan (2006) i.e Field Independent (FI) and Field Dependent (FD). Purpose of this research is to know the difference scientific literacy ability of students having Field Independent and Field Dependent cognitive style. This research was conducted at SMAN 68 Jakarta in April until Mei 2015. Method use in this research was Ex Post Facto. The sample were 135 X grade High School Students ( 21 FD and 114 FI). The result of prerequisite test use Kolmogorov-smirnov (α = 0,05) and Levene test (α = 0,05) showed the data normally distributed and homogenous. Result of Independent t-test (α = 0,05) showed p value 0,002<0,05 thereby there is the differences between FI and FD on scientific literacy score and level. Students with FI cognitive style obtain higher score than students with FD cognitive style with mean difference 9,849.

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22

Byrd, Gary R., Shirley Morgan Paige, Gary W. Guyot, and Vicki Heck. "Performance of Field-Dependent and Field-Independent Subjects on a Rod and Frame Discrimination Task." Perceptual and Motor Skills 70, no. 3_suppl (June 1990): 1089–92. http://dx.doi.org/10.2466/pms.1990.70.3c.1089.

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23

BYRD, GARY R. "PERFORMANCE OF FIELD-DEPENDENT AND FIELD-INDEPENDENT SUBJECTS ON A ROD AND FRAME DISCRIMINATION TASK." Perceptual and Motor Skills 70, no. 3 (1990): 1089. http://dx.doi.org/10.2466/pms.70.3.1089-1092.

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24

Taram, A. "Probabilistic Thinking Ability of Students Viewed from Their Field Independent and Field Dependent Cognitive Style." Journal of Physics: Conference Series 824 (April 18, 2017): 012050. http://dx.doi.org/10.1088/1742-6596/824/1/012050.

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25

DeBiasio, Alan R. "Problem solving in triads composed of varying numbers of field-dependent and field-independent subjects." Journal of Personality and Social Psychology 51, no. 4 (1986): 749–54. http://dx.doi.org/10.1037/0022-3514.51.4.749.

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26

Mefoh, Philip Chukwuemeka, and Valentine Chijioke Ezeh. "Effect of field-dependent versus field-independent cognitive styles on prospective and retrospective memory slips." South African Journal of Psychology 46, no. 4 (August 2, 2016): 542–52. http://dx.doi.org/10.1177/0081246316632969.

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This article describes a study with two major objectives: first, to investigate whether prospective memory functioning is dissociated from retrospective memory functioning and, second, to examine whether field-independent cognitive style will differ significantly from field-dependent cognitive style in prospective and retrospective memory functioning. A total of 76 undergraduate students of the University of Nigeria, Nsukka (41 men, 35 women; mean age: 19.66 years; standard deviation = 2.02) completed the Group Embedded Figures Test and the Prospective and Retrospective Memory Questionnaire. Omnibus statistic showed that prospective and retrospective memory was not dissociated ( p < .001) and the field-dependent versus field-independent cognitive styles differed significantly on prospective ( p < .001) and retrospective memory ( p < .001). The results were viewed as tentative; the study maintains that future studies are required to provide converging evidence. Authors concluded with some suggestions for further research.

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27

Dreyer, Albert S., Cecily A. Dreyer, and Jack E. Davis. "Individuality and Mutuality in the Language of Families of Field-Dependent and Field-Independent Children." Journal of Genetic Psychology 148, no. 1 (March 1987): 105–17. http://dx.doi.org/10.1080/00221325.1987.9914541.

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Hayah, Ni, Bakri Mallo, and I. Nyoman Murdiana. "PROFIL PEMAHAMAN KONSEP MATEMATIKA DITINJAU DARI GAYA KOGNITIF FIELD INDEPENDENT (FI) DAN FIELD DEPENDENT (FD)." Aksioma 8, no. 2 (September 24, 2019): 137–50. http://dx.doi.org/10.22487/aksioma.v8i2.210.

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abstrak: Penelitian ini bertujuan untuk mendeskripsikan pemahaman konsep matematika siswa kelas XI SMA Negeri 2 Dampelas dalam menyelesaikan soal pada subpokok bahasan parabola ditinjau dari gaya kognitif Field Independent (FI) dan Field Dependent (FD). Jenis penelitian ini adalah penelitian kualitatif. Subjek dalam penelitian ini terdiri dari satu siswa yang bergaya kognitif FI dan satu siswa yang bergaya kognitif FD. Hasil dari penelitian ini yaitu saat menyajikan masalah, subjek FI dan FD menuliskan hal-hal yang diketahui dan ditanyakan. Selanjutnya dalam mengklasifikasi unsur-unsur parabola, subjek FI mengelompokkan unsur-unsur parabola menurut bentuk parabolanya yaitu parabola horizontal terbuka ke kanan. Kemudian dalam memberi contoh dan non-contoh pada setiap unsur-unsur parabola, subjek FI memberikan contoh dan non-contoh dari setiap unsur-unsur parabola yang diberikan. Kemudian menyajikan masalah persamaan parabola dalam representasi matematis, subjek FI dan subjek FD menyajikan persamaan parabola kedalam bentuk persamaan umum parabola. Kemudian menggunakan, memanfaatkan dan memilih prosedur tertentu dalam menentukan persamaan parabola, subjek FI menggunakan dan memilih persamaan umum parabola horizontal dan subjek FD menggunakan persamaan umum parabola walaupun subjek tidak mengetahui jenis persamaan umum parabola yang digunakan. Kemudian subjek FI menjelaskan kembali prosedur yang digunakan serta memberikan alasannya dengan menggunakan bahasanya sendiri dan subjek FD menjelaskan kembali prosedur yang digunakan walaupun dalam proses penyelesaiannya siswa belum memahami dengan baik langkah-langkah yang harus digunakan. Kata Kunci: Profil; Pemahaman konsep matematika; Parabola; abstract: This study aims to describe the understanding of mathematical concepts of class XI students of SMA 2 Dampelas in solving problems on the subject of the parabolic discussion reviewed from cognitive style of the Independent Field (FI) and Field Dependent (FD). This type of research is qualitative research. The subjects in this study consisted of one student who was in the cognitive style of FI and one student in the cognitive style of FD. The results of this study are when presenting a problem, FI and FD subject write things that are known and asked. Furthermore, in classifying parabolic elements, FI subjects classify parabolic elements according to their parabolic forms, namely horizontal parabola open to the right. Then in giving examples and non-examples of each parabolic element, the FI subject gives examples and non-examples of each parabolic element given. Then presenting the problem of parabolic equations in mathematical representations, the subject FI and subject FD present the parabolic equation in the form of a general parabolic equation. Then using, utilizing and selecting a particular procedure in determining the parabolic equation, FI subject uses and selects the general horizontal parabolic equation and the FD subject uses the general parabolic equation even though the subject does not know the type of general parabolic equation used. Then the FI subject explains the procedure used again and gives the reason using its own language and the FD subject explains the procedure used even though in the process of completion students do not understand the steps that must be used properly. Keywords: Profile; Understanding of mathematical concepts; Parabolic

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Clark, Henry T., and Kreig D. Roof. "Field Dependence and Strategy Use." Perceptual and Motor Skills 66, no. 1 (February 1988): 303–7. http://dx.doi.org/10.2466/pms.1988.66.1.303.

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Studies have indicated that field-independent learners perform better than field-dependent learners on a variety of cognitive tasks, including performance measures of intelligence. However, little attention has been paid to the relationship between performance and strategy use. The present research investigated strategies used by field-dependent and field-independent college students on WAIS—R performance subtests. Differences in performance were found on all five subtests, while strategy differences were observed for Block Design, Picture Completion, and Object Assembly. Field-independent subjects tended to use analytic strategies on these subtests. Field-dependent subjects were less consistent, but tended towards use of global strategies.

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Xu, Jihong, Ji-Wei Si, and Wenxin Zhang. "Distractors Interfere with Numerical Estimation in Chinese College Students as a Function of Field-Dependent or Field-Independent Cognitive Style." Psychological Reports 108, no. 3 (June 2011): 825–42. http://dx.doi.org/10.2466/04.22.pr0.108.3.825-842.

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Field-dependent/independent groups' numerical estimation was assessed with respect to different distractors. Participants were 81 college students with field-dependent or field-independent cognitive styles. Cognitive style had a significant main effect on reaction without distractors. When the number of distractors was double the number of targets, the estimation accuracy of the field-dependent and field-independent groups differed. Under this double-distractors condition, both the field-dependent and field-independent participants used logarithmic representation more than linear representation in their numerical estimations, but no significant between-group differences were found.

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Rachmatika, Fajriyah, Dwi Juniati, and Agung Lukito. "Profile of student’s quantitative reasoning in solving problems based on the cognitive style field independent and field dependent." Math Didactic: Jurnal Pendidikan Matematika 6, no. 3 (November 30, 2020): 244–54. http://dx.doi.org/10.33654/math.v6i3.1071.

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Penelitian ini merupakan penelitian kualitatif, yang bertujuan untuk mendeskripsikan penalaran kuantitatif siswa dalam memecahkan masalah ditinjau dari gaya kognitif Field Independent dan Field Dependent. Dua siswa MTs Maarif Sukorejo dipilih menjadi subjek penelitian berdasarkan kemampuan matematika yang tinggi dari hasil tes kemampuan matematika serta mewakili gaya kognitif Field Independent dan Field Dependent dari hasil group embedded figure test. Siswa yang terpilih diminta untuk memecahkan masalah matematika dan diwawancarai. Secara umum hasil penelitian menunjukkan bahwa terdapat perbedaan penalaran kuantitatif antara siswa Field Independent dan Field Dependent. Siswa Field Independent dapat menyajikan seluruh informasi ada dalam soal, sedangkan siswa Field Dependent dapat menyajikan sebagian informasi pada soal dan tidak menyajikan beberapa informasi yang lain. Siswa Field Independent dapat menunjukkan keterbatasan berupa persamaan yang hanya bisa digunakan untuk menyelesaikan soal yang diberikan atau soal yang sama persis dengan soal yang diberikan, akan tetapi siswa Field Dependent tidak dapat menunjukkan keterbatasan metode matematisnya. Dengan mengetahui penalaran kuantitatif dan gaya kognitif siswa yang berbeda diharapkan guru dapat memberikan pembelajaran yang sesuai sehingga pembelajaran yang diberikan lebih optimal.

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Awalliyah, Santy, Parsaoran Siahaan, Muhammad Gina Nugraha, and Kartika Hajar Kirana. "HUBUNGAN KETERAMPILAN PROSES SAINS DENGAN PENGUASAAN KONSEP SERTA KAITANNYA DENGAN GAYA KOGNITIF FIELD DEPENDENT-FIELD INDEPENDENT." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 6, no. 1 (September 21, 2015): 181. http://dx.doi.org/10.18269/jpmipa.v20i2.582.

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The aim of this research was to find out correlation between science process skill and conceptual mastery of 7th grade students related to different cognitive style, i.e. field dependent and field independent. This study involves 108 students in one of public schools in Bandung. Science process skill and conceptual mastery were evaluated by test instruments, which were already validated and tested, while Group Embedded Figure Test (GEFT) was used to classify student's cognitive style. Results suggested that there was a significant correlation between science process skill and conceptual mastery for students with dependent cognitive style ( r (36) = 0,564, tvalue > ttable), while for students with independent cognitive style the correlation was insignificant ( r (38) = 0,431, tvalue > ttable).Keywords: conceptual mastery, cognitive style, science process skillsABSTRAKPenelitian ini dilaksanakan untuk mengetahui hubungan keterampilan proses sains dengan penguasaan konsep siswa kelas VII terkait dengan gaya kognitif field dependent dan gaya kognitif field independent. Penelitian korelasional ini melibatkan 108 siswa kelas VII di salah satu SMPN di Kota Bandung. Keterampilan proses sains dan penguasaan konsep dievaluasi dengan menggunakan instrumen tes yang telah melalui proses judgement dan uji coba, sedangkan untuk mengklasifikasikan gaya kognitif siswa digunakan instrumen tes standar Group Embedded Figure Test (GEFT). Hasil penelitian menunjukkan bahwa keterampilan proses sains dengan penguasaan konsep memiliki hubungan yang signifikan untuk siswa kelas VII bergaya kognitif field dependent ( r (36) = 0,564, thitung > ttabel), sedangkan pada siswa bergaya kognitif field independent hubungan keterampilan proses sains dengan penguasaan konsep tidak signifikan ( r (38) = 0,431, thitung > ttabel).Kata kunci: Keterampilan proses sains, penguasaan konsep, gaya kognitif

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Wu, Haiying. "The Effects of Field Independent/Field Dependent Cognitive Styles on Incidental Vocabulary Acquisition under Reading Task." Theory and Practice in Language Studies 8, no. 7 (July 1, 2018): 813. http://dx.doi.org/10.17507/tpls.0807.12.

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The present study undertook an empirical study to investigate the effects of field independent/field dependent (FI/FD) cognitive style on incidental vocabulary acquisition from the perspective of reading task. The results show that the participants in both groups acquired the vocabulary knowledge incidentally, whether tasks were arranged or not. Besides, their FI/FD cognitive style had a significantly positive correlation with their outcomes of IVA. Moreover, when fulfilling the same tasks, the participants with FI cognitive style preference acquired relatively more vocabulary knowledge than that acquired by FD participants. The study offers some suggestions for learners in second language vocabulary building. Meanwhile, as for the pedagogical implications, language educators and teachers are informed that different cognitive style preferences must be highly considered for effective vocabulary teaching.

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Tyas, Dewi Kristika Findia Ning. "PROFIL PEMECAHAN MASALAH MATEMATIKA MAHASISWA MENGGUNAKAN LANGKAH POLYA BERDASARKAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENT." Media Pendidikan Matematika 6, no. 1 (June 30, 2018): 1. http://dx.doi.org/10.33394/mpm.v6i1.1510.

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Based on the experience of the researchers taught the subject of Economic Mathematics many students who have not been able to solve the problem solving. One alternative that can be used to solve the problem is by using Polya steps. When solving a mathematical problem, each student has a different way of thinking. The difference is possible because of differences in student cognitive style. The cognitive styles used in this research are Field Independent cognitive style and Field Dependent cognitive style. The material chosen in this research is the demand function, the Bid Function, the Savings Function and the Taxation Function. This research is a descriptive research with qualitative approach which aims to describe the problem solving ability of student mathematics using Polya steps in terms of cognitive style of FI and FD. Subjects in this research are students of VI semester of Mathematics Education Program. Technique of taking research subject is by purposive sample. The results showed that FI subject understood the problem well. In the planning step, the FI subject can analyze the information received. Subjects use previously learned information and solve problem-solving given to the problem as planned and check back on each question. The subject of FD can not receive information and understand the problems that exist in the problem and can not process information/do not understand the purpose of the problem. In the planning step, the subject of FD is unable to think how to solve the problem and is not accustomed to rechecking

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Rosita, N. T. "Analysis of algebraic reasoning ability of cognitive style perspectives on field dependent field independent and gender." Journal of Physics: Conference Series 983 (March 2018): 012153. http://dx.doi.org/10.1088/1742-6596/983/1/012153.

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Tsaniyah, Rohmatus. "Statistical Thinking Profile Of Field Independent And Field Dependent Senior High School Students In Problem Solving." MATHEdunesa 9, no. 1 (June 28, 2020): 185–93. http://dx.doi.org/10.26740/mathedunesa.v9n1.p185-193.

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Statistical thinking is a mental activity that occurs from the process of identifying statistical information to the process of making decisions or drawing conclusions that are interconnected. One that can effect individual statistical thinking profiles is cognitive style. The purpose of this research is to describe the statistical thinking profile of Field Independent and Field Dependent high school student in solving problems. This research is a descriptive study with a qualitative approach. The instruments of this research are the researcher as the main instrument and cognitive style test, mathematics ability test, and interview guidelines as the supporting instruments. Research subjects are one of FI student and one of FD student with an equivalent level of high mathematical ability. The results of this study indicate differences in the profile of FI student an FD student statistical thinking. In evaluating the effectiveness of the data display, FI student can provide analytical argument about the presentation of data display that more effectively used and FD student provide answers for the presentation of effective data displays based on what is seen from the question. In describing the results of the available problems and making conclusions from the results that have been obtained, FI student describes the solutions in more detail accompanied by the arguments also provide conclusions related to the existing problems and FD student briefly describes the solutions and provide general conclusions and have not been linked to the existing problems. Because of the statistical ability of two subjects is defferent, teacher should pay attention to the statistical concepts and train students on solving statistical problems by any solutions. Keywords : Statistical thinking profile, problem solving, Field Independent, Field Dependent

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Levine, Zachary A., and P. Thomas Vernier. "Life Cycle of an Electropore: Field-Dependent and Field-Independent Steps in Pore Creation and Annihilation." Journal of Membrane Biology 236, no. 1 (July 2010): 27–36. http://dx.doi.org/10.1007/s00232-010-9277-y.

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Muyassaroh. "THE EFFECT OF METACOGNITIVE STRATEGY INSTRUCTION ON FIELD-INDEPENDENT AND FIELD-DEPENDENT EFL LEARNERS’ WRITING SKILL." INTAJ : Jurnal Penelitian Ilmiah 3, no. 2 (January 6, 2020): 74–91. http://dx.doi.org/10.35897/intaj.v3i2.253.

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Penelitian ini bertujuan untuk mengkaji pengaruh pengajaran strategi belajar metakognitif terhadap kemampuan menulis mahasiswa Bahasa Inggris dengan gaya belajar bebas dan gaya belajar menggantung. Untuk itu rancangan penelitian yang digunakan dalam penelitian ini adalah kuasi-eksperimen. Sejumlah 25 mahasiswa (kelompok kendali) dan 22 mahasiswa (kelompok eksperimen) dipilih sebagai sampel. Intervensi yang diberikan pada kelompok eksperimen adalah pengajaran strategi belajar metakognitif. Berdasarkan kalkulasi statistik independent sample t-test, intervensi tersebut tidak mempengaruhi kemampuan menulis mahasiswa di kelompok eksperimen. baik mahasiswa dengan gaya belajar bebas maupun gaya belajar menggantung tidak memiliki perbedaan nilai rata-rata yang signifikan pada nilai test menulis mereka.

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Angeli, Charoula, and Nicos Valanides. "Using educational data mining methods to assess field-dependent and field-independent learners’ complex problem solving." Educational Technology Research and Development 61, no. 3 (April 26, 2013): 521–48. http://dx.doi.org/10.1007/s11423-013-9298-1.

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Janah, Siti Nur, Rasiman Rasiman, and Agung Handayanto. "Proses Berpikir Siswa Smk Dalam Memecahkan Masalah Matematika ditinjau Dari Gaya Kognitif Field Independent dan Field Dependent." Imajiner: Jurnal Matematika dan Pendidikan Matematika 3, no. 2 (March 30, 2021): 150–58. http://dx.doi.org/10.26877/imajiner.v3i2.7487.

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Perbedaan proses berpikir siswa dalam memecahkan masalah matematika, yaitu terkait dengan penerapan konsep dalam memecahkan masalah matematika. Gaya kognitif dibagi menjadi dua yaitu gaya kognitif field independent (FI) dan field dependent (FD). Penelitian ini dilakukan dengan tujuan untuk mendeskripsikan proses berpikir siswa SMK dalam memecahkan masalah matamatika ditinjau dari gaya kognitif field independent dan field dependent. Penelitian ini merupakan jenis penelitian deskriptif kualitatif dengan subjek penelitiannya yaitu siswa kelas IX TKJ 3 SMK Syafi’i Akrom Pekalongan yang terdiri dari 2 siswa, satu siswa dengan gaya kognitif field independent dan satu siswa dengan gaya kognitif field dependent. Teknik pengumpulan data yang digunakan adalah tes GEFT untuk menentukan subjek, tes pemecahan masalah untuk mengukur proses berpikir dalam memecahkan masalah matematika dan wawancara merupakan kegiatan tanya jawab untuk mencapai tujuan penelitian. Teknik analisis data dilakukan dengan reduksi data, penyajian data dan penarikan kesimpulan. Teknik pemeriksaan keabsahan data peneliti menggunakan triangulasi metode. Hasil penelitian ini adalah siswa dengan gaya kognitif field independent memenuhi semua indikatoranatara lain dalam tahap memahami masalah, tahap melaksanakan rencana penyelesaian dan tahap mengecek kembali melakukan proses asimilasii sedangkan untuk tahap merencankan penyelesaian masalah menggunakan proses asimilasi dan akomodasi. Sedangkan siswa dengan gaya kognitif field dependent dalam tahap memahami masalah melakukan proses asimilasi, tahap rencana penyelesaian melakukan proses akomodasi, tahap melaksanakan rencana penyelesaian melakukan proses asimilasi dan tahap melihat kembali tidak melakukan proses asimilasi dan akomodasi.

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Pathuddin, I. Ketut Budayasa, and Agung Lukito. "Metacognitive activity of male students: difference field independent-dependent cognitive style." Journal of Physics: Conference Series 1218 (May 2019): 012025. http://dx.doi.org/10.1088/1742-6596/1218/1/012025.

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Kusumaningtyas, Septhiana Indra, Dwi Juniati, and Agung Lukito. "Pemecahan Masalah Generalisasi Pola Siswa Kelas VII SMP Ditinjuau dari Gaya Kognitif Field Independent dan Field Dependent." Kreano, Jurnal Matematika Kreatif-Inovatif 8, no. 1 (June 14, 2017): 76–84. http://dx.doi.org/10.15294/kreano.v8i1.6994.

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Abdara, Amirulmukminin. "Analisis Kemampuan Calon Guru Matematika Dalam Pengajuan Masalah Ditinjau dari Gaya Kognitif Field Independent dan Field Dependent." Kreano, Jurnal Matematika Kreatif-Inovatif 8, no. 1 (June 14, 2017): 69–75. http://dx.doi.org/10.15294/kreano.v8i1.7120.

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Penelitian ini bertujuan untuk mendeskripsikan kemampuan calon guru matematika dalam pengajuan masalah ditinjau dari gaya kognitif field independent (FI) dan field dependent (FD). Terdapat dua subjek dalam penelitian ini, yaitu mahasiswa calon guru Pendidikan Matematika semester VI, IKIP Mataram. Gaya kognitif subjek ditentukan berdasarkan skor pemberian instrument GEFT dan kemampuan pengajuan masalah diperoleh melalui TPM dan wawancara. SFI dan SFD masing-masing mengajukan 10 masalah dari informasi berbentuk grafik dan kalimat verbal. Secara umum, kemampuan SFI lebih bagus dibandingkan SFD yaitu: (1) SFI mengajukan 7 masalah sementara SFD hanya mengajukan 5 masalah yang berkaitan dengan aritmetika sosial, (2) SFI mampu mengajukan masalah yang memenuhi semua unsur sintaksis dan semantik, sementara masalah yang diajukan SFD dari informasi grafik hanya memuat 2 unsur sintaksis dan 2 unsur semantik dan dan masalah yang diajukan dari informasi kalimat verbal masing-masing memuat 2 unsur sintaksis dan 3 unsur semantik, (3) SFI mengajukan 5 masalah, sementara SFD hanya mengajukan 1 masalah yang memuat data baru, (4) SFI mengajukan 2 masalah yang tidak bisa diselesaikan karena rasa penasaran, sementara SFD mengajukan 5 masalah yang tidak dapat diselesaikan karena kesalahan pemilihan kata, dan (5) SFI mengajukan masalah yang termasuk kategori mudah, sedang, dan sulit, sementara masalah yang diajukan SFD hanya masuk kategori masalah mudah.This is descriptive research with qualitative approach which has purpose to describe the skill of preserve teacher in problem posing observed from cognitive style of field independent (FI) and field dependent (FD). The subjects are two the mathematic students in the sixth semester, IKIP Mataram. Cognitive style of each subject was determined by giving GEFT instrument and to know the skill of preserve mathematics teacher in posing problem was obtained through TPM and interview. SFI and SFD each posed ten problems from graph information and verbal sentence. SFI has better skill in problem posing than SFD: (1) SFI posed seven problems, while SFD only posed five problems related to arithmetic, (2) on SFI, all problems which were posed fulfilled all syntaxes and semantic elements which had been decided. While, the graph information of SFD could only posed the information which showed two syntaxes elements and two semantic elements, and each posed problems of verbal sentence information has two syntaxes elements and three semantic elements, (3) SFI pose five new data, while SFD could only show one problem which contained new data, (4) SFI posed two unsolved problems because of wondering, while SFD posed five unsolved problems because of choosing words error, and (5) SFI posed problems were included in each easy, middle and difficult category, while SFD only posed problem in easy category.

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Alifah, Nur, and Usman Aripin. "PROSES BERPIKIR SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIK DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 4 (July 10, 2018): 505. http://dx.doi.org/10.22460/jpmi.v1i4.p505-512.

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This study aims to describe the thinking process of junior high school students in solving mathematical problems reviewed based on cognitive style field dependent and field independent. The method used in this research is descriptive qualitative research method, while the method of data retrieval is test and interview. The study conducted on the VII grade students of SMPN 2 Marga Asih.The subjects of the study were 2 students from junior high school consisting of 1 students with cognitive field dependent and 1 student style with an independent cognitive field. The results showed that there were significant differences between the two subjects in processing information, that was the subject of FI understand the problem better when compared with the subject of FD. Because if processing information was not stored properly, it will be very influential in the next step.

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Rajagopalan, Janani, Shilpi Modi, Pawan Kumar, Subash Khushu, and Manas K. Mandal. "Differential neural activation for camouflage detection task in Field-Independent and Field-Dependent individuals: Evidence from fMRI." Journal of Biosciences 40, no. 5 (November 28, 2015): 909–19. http://dx.doi.org/10.1007/s12038-015-9568-7.

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Asmi Asmara, Bondan Wicaksana, and Dian Septi Nur Afifah. "Profil Intuisi Matematis Siswa dalam Pemecahan Masalah Matematika Ditinjau dari Gaya Kognitif Field Independent dan Field Dependent." Kontinu: Jurnal Penelitian Didaktik Matematika 3, no. 1 (November 19, 2019): 37. http://dx.doi.org/10.30659/kontinu.3.1.37-50.

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Septi Nur Afifah, Dian, and Muhammad Ilman Nafi’an. "An onto-semiotic approach: Analyzing of field-independent and field dependent students’ understanding in solving statistical problems." Journal of Physics: Conference Series 1175 (March 2019): 012148. http://dx.doi.org/10.1088/1742-6596/1175/1/012148.

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Zhang, Qin, Lihua Jiao, and Lixia Cui. "Influence of emotional context on concreteness effects in words processing for field-independent and field-dependent individuals." NeuroReport 25, no. 9 (June 2014): 661–67. http://dx.doi.org/10.1097/wnr.0000000000000153.

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Druyan, Sara, and Iris Levin. "The Differential Contribution of Field-dependent and Field-independent Cognitive Styles to Sociocognitive Transaction in Promoting Scientific Reasoning." International Journal of Behavioral Development 19, no. 4 (December 1996): 831–50. http://dx.doi.org/10.1177/016502549601900409.

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This study examines the influence of two types of conflict-arousing intervention on reasoning about speed among subjects with different cognitive styles. It focuses on the types of argumentations provided in sociocognitive transaction by field-dependent and field-independent subjects and on the role of such argumentations in cognitive change. A total of 360 6th, 8th, and 10th graders participated in four stages: individual pre-test; interventioninterpersonal conflict (created by sociocognitive transaction) or intrapersonal conflict (created by multiple-choice testing); immediate post-test: and delayed post-test. In each stage subjects dealt with speed problems involving both linear and rotational motions. Sociocognitive transaction was found to be efficacious in improving the understanding of the speed concept, especially for field-dependent subjects. Analyses of the cognitive and social aspects of the transaction discourse revealed that although field-independent subjects made a greater cognitive contribution, field-dependent subjects' contribution was closer to co-subjectivity. The results suggest that sociocognitive transaction is an appropriate learning environment in the subject of physics for fielddependent as well as field-independent subjects.

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Nagata, Hiroshi. "Judgments of Sentence Grammaticality and Field-Dependence of Subjects." Perceptual and Motor Skills 69, no. 3-1 (December 1989): 739–47. http://dx.doi.org/10.1177/00315125890693-106.

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11 field-dependent and 14 field-independent students rated the relative grammaticality of sentences three times, with sentences presented repeatedly during the first and second judgments. All the subjects received negative reinforcement after the second judgments. Analyses showed that field-independent subjects tended to adopt a more stringent criterion on judgments after than before repetition, whereas no change in criterion was found for field-dependent subjects. Negative reinforcement showed only a tendency to lead field-dependent subjects toward greater change to a more lenient criterion than field-independent subjects. Change in judgments of grammaticality are reliably associated with the cognitive style of subjects, field dependence or field independence.

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