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Journal articles on the topic 'Field-independent style'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Tamzida, Aleeya. "Teaching Speaking to Field-dependent and Field-independent Learners." Dhaka University Journal of Linguistics 4, no. 7-8 (2014): 167–88. https://doi.org/10.70438/dujl/478/0010.

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To meet the needs of varied learners having distinct cognitive style, teachers should select appropriate teaching style. Investigating learner's learning style before choosing teaching method is receiving immense importance recently to ensure learning perfection. This study deals with teaching speaking to learners having field dependent (FD) and field independent (FI) learning style, popular to researchers for their effects on learning. This paper clarifies the concepts, mentioned by analyzing previous researches and suggests for a Learning Style Friendly (LSF) Teaching Style having appropriat

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Ghufron, M. Nur, and Rini Risnawita Suminta. "EPISTEMIC BELIEFS ON FIELD-DEPENDENT AND FIELD-INDEPENDENT LEARNING STYLE." Jurnal Cakrawala Pendidikan 39, no. 3 (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 thr

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Sihotang, Maria Ronauli, Nizlel Huda, and Novferma. "Metacognition Analysis in Problem Solving of Field Independent and Field Dependent Students." Riemann: Research of Mathematics and Mathematics Education 6, no. 3 (2024): 325–34. https://doi.org/10.38114/reimann.v6i3.48.

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This study aims to describe students' metacognition in solving PtLSV problems regarding field-independent and field-dependent cognitive styles. This research was conducted at SMP Negeri 1 Muaro Jambi in the 2023/2024 academic year. This type of research is qualitative research. The subjects of this study were 4 students of class VIIA of SMP Negeri 1 Muaro Jambi, 2 students each with field-independent cognitive style and field-dependent cognitive style. Data collection methods were the results of the GEFT test to determine students with field-independent and field-dependent cognitive styles , P

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Sobirin, Juliyat Hadi, Yayan Eryk Setiawan, and Surya Sari Faradiba. "Mathematical Representations Based on Field-Dependent and Field-Independent Cognitive Styles." JME (Journal of Mathematics Education) 8, no. 2 (2023): 137–49. http://dx.doi.org/10.31327/jme.v8i2.1981.

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Mathematical representation ability is very important for students, but many students still need to be able to solve mathematical problems with various mathematical representation abilities. This research is narrative research with a qualitative approach to describe the problems of students' mathematical representation abilities in terms of field-dependent and field-independent cognitive styles on the set topic. A total of 4 students, based on the GEFT test and the results of the subject teacher's directions, tended to field-dependent and field-independent cognitive styles. The instruments use

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Sedat, Altintaş, and Görgen İzzet. "The Effects of Pre-service Teachers' Cognitive Styles on Learning Approaches." International Journal of Evaluation and Research in Education (IJERE) 7, no. 4 (2018): 285–93. https://doi.org/10.11591/ijere.v7i4.15737.

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The main purpose of the study is to investigate the effects of prospective teachers’ cognitive styles on learning approaches. It is aimed to define whether exist significance differences between defining prospective teachers’ cognitive styles and learning approaches and demographic variables within the scope of the mean purpose. The study, designed according to correlational survey model, was conducted at Mugla Sitki Kocman University, Faculty of Education in the 2014-2015 academic year spring semester. As data collection instruments, “The Group Embedded Figures Test” w

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Aminatin Ayunah, Siti, Sripatmi Sripatmi, Eka Kurniawan, and Syahrul Azmi. "Kemampuan Penalaran Matematis Siswa SMA Dalam Menyelesaikan Masalah Matriks Ditinjau Dari Gaya Kognitif." Griya Journal of Mathematics Education and Application 2, no. 4 (2022): 951–61. http://dx.doi.org/10.29303/griya.v2i4.253.

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This study aims to describe the reasoning ability at eleventh science students class of SMA Negeri 1 Pringgarata on solving matrix problem in terms of field independent dan field dependent cognitive styles, so this research is a descriptive study. Sampling used a non-probability sampling technique with purposive sampling type so that the samples in this study were students of Eleventh Grade Science Class at SMA Negeri 1 Pringgarata in the academic year 2021/2022. Methods of data collection throught the provision of reasoning ability tests and Group Embedded Figures Test (GEFT). The research su

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Achilla, Silky, Masrukan, Iqbal Kharisudin, Zaenuri, and Walid. "Systematic Literature Review Analisis Kemampuan Gaya Kognitif Field Dependent dan Field Independent dari Hasil Belajar." Circle: Jurnal Pendidikan Matematika 4, no. 2 (2024): 159–74. https://doi.org/10.28918/circle.v4i2.8213.

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This research aims to analyze field dependent (FD) and field independent (FI) cognitive style abilities based on learning outcomes through a systematic literature review. Education plays an important role in developing individual potential, where students' cognitive style is one of the determining factors in understanding concepts. Cognitive style refers to the way an individual receives, stores, processes, and presents information. The research method follows the systematic literature review (SLR) stages with a focus on three research questions: (1) educational levels that are often studied,

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Yanti, Aning Wida, Yuni Arrifadah, and Adelia Ayu Mustikarini. "STUDENTS' REFLECTIVE ABSTRACTION LEVEL IN SOLVING MATHEMATICS PROBLEMS BASED ON COGNITIVE STYLES FIELD INDEPENDENT (FI) AND FIELD INDEPENDENT (FD)." MATEMATIKA DAN PEMBELAJARAN 10, no. 2 (2022): 140. http://dx.doi.org/10.33477/mp.v10i2.2968.

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Reflective abstraction is an activity to construct mathematical concepts through similarities and combinations of existing structures and reorganized into four levels: (1) recognition, (2) representation, (3) structural abstraction, and (4) structural awareness. Each individual has different characteristics of cognitive style in processing information. Differences in cognitive style affect the individual's ability to understand the problem. This study aims to describe students' level of reflective abstraction in solving mathematical problems in terms of field-independent (FI) and field-depende

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Kurniawati, Annisa Dwi, I. Ketut Budayasa, and Masriyah Masriyah. "PEMAHAMAN SISWA KELAS VII SMP DALAM MEMECAHKAN MASALAH SEGIEMPAT BERDASARKAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENDENT." Math Educa Journal 8, no. 1 (2024): 74–95. https://doi.org/10.15548/mej.v8i1.8201.

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Student understanding is one of the interesting topics that is often the subject of research in the scope of mathematics education. On the other hand, cognitive style has a contribution related to student understanding. This study aims to determine how the understanding of junior high school students in solving quadrilateral problems based on cognitive style field independent and field dependent. Qualitative descriptive research involving 2 students consisting of 1 student cognitive style field independent and 1 student cognitive style field dependent. Research data obtained using several inst

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

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Septantiningtyas, Niken, and Subaida Subaida. "Gaya Kognitif Field Independent Sebagai Ikhtiyar Kontrol Fokus Siswa dalam Pembelajaran." Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 6, no. 1 (2023): 48–56. http://dx.doi.org/10.54069/attadrib.v6i1.378.

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The purpose of this study is to describe how the character of the field independent cognitive style of students as a control focus of their learning on aswaja learning at MI Miftahul Khoir. This study used a qualitative approach with a descriptive research type. The research data collection technique used 3 instruments, namely observation, and students' cognitive style tests through the GEFT (Group Embedded Figure Test) which included 16 items regarding control of student learning focus. The data analysis technique uses the Miles and Huberman Interactive Model with data reduction activities, d

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Suwito, Gita Ramdani, and Susanah Susanah. "Berpikir Kritis Matematis Siswa dalam Menyelesaikan Soal AKM Numerasi Konten Geometri dan Pengukuran Ditinjau dari Gaya Kognitif." MATHEdunesa 13, no. 1 (2024): 166–83. http://dx.doi.org/10.26740/mathedunesa.v13n1.p166-183.

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This study aims to describe students' critical thinking in solving AKM Numeracy Geometry Content and Measurement problems based on Field Independent and field dependent cognitive styles. The subjects of this study were one field-independent cognitive-style student and one field-dependent cognitive-style student who had the same sex and an equivalent level of mathematical ability. The instruments used are cognitive style tests, AKM question assignments and interview guidelines. The results of this study show that field independent cognitive style students meet all critical thinking indicators i

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Yuliana, Yuliana, Edy Waluyo, and Muhammad Halqi. "Penerapan Metode Pemecahan Masalah terhadap Konsepsi Siswa Ditinjau dari Gaya Kognitif Siswa Sekolah Dasar." Journal of Elementary School (JOES) 4, no. 2 (2021): 166–78. http://dx.doi.org/10.31539/joes.v4i2.3028.

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The purpose of this study was to determine the differences in students' conceptions between those taught by problem solving and conventional methods, in students who have field independent (FI) and field dependent (FD) learning styles. good when viewed from the cognitive style of students. The type of research that will be conducted in this research is quantitative research with experimental model. The population in this study were all students of the 8 Pringgabaya State Elementary School in the 2020/2021 academic year, and the   sample consisted of 2 classes, namely: Class V (20 s

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Anwar, Khairul, Sofnidar Sofnidar, and Dewi Iriani. "PENCAPAIAN KOMPETENSI MATHEMATICAL MODELING MATHEMATICS SISWA DENGAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENT." Jurnal Pendidikan Matematika Universitas Lampung 10, no. 4 (2022): 405–18. http://dx.doi.org/10.23960/mtk/v10i4.pp405-418.

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The purpose of this study was to describe the achievement of mathematical modeling competencies of students with field-independent and field-dependent cognitive styles. The type of research used was a mixed method involving 65 SMP N 7 Muaro Jambi students. The data was obtained through the GETF cognitive style test, a mathematical modeling problem-solving test, and interviews. The results showed that students with the FI cognitive style had reached level 6 in modeling competence, namely, performing the entire process of mathematical modeling to interpret and validate solutions against the cont

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Widahyu, Cindy, and Zul Amry. "Students' Thinking Processes in Solving Math Story Problems Based on the Polya Solving Model in View of Field Dependent and Field Independent Cognitive Styles in Class VII Students of MTsPN 4 Medan." Formosa Journal of Multidisciplinary Research 1, no. 8 (2022): 1675–86. http://dx.doi.org/10.55927/fjmr.v1i8.2149.

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This study aims to describe students' thinking processes in solving math word problems based on the polya solving model in terms of field dependent and field independent cognitive styles. This study uses descriptive research with a qualitative approach while the data collection technique used is the GEFT test, written test questions, interviews and documentation. Subjects in this study were students of class VII MTsPN 4 Medan as many as 8 students consisting of 4 students with a field dependent cognitive style and 4 students with a field independent cognitive style. Data were analyzed with the

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Taufik, Azin. "KEMAMPUAN PENALARAN PROPORSIONAL MATEMATIS SISWA DENGAN GAYA BELAJAR FIELD INDEPENDENT." Jurnal Edukasi dan Sains Matematika (JES-MAT) 7, no. 2 (2021): 85–100. http://dx.doi.org/10.25134/jes-mat.v7i2.4213.

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This study aims to describe the results of the analysis of students' mathematical proportional abilities in terms of independent field learning styles. This research was conducted at MTs Nurul Huda Beringin in September Odd Semester, Academic Year 2020/2021 with a total of 9 students of class VII A. The research subjects were selected by purposive sampling, consisting of 2 students with independent field cognitive style. The research method used is descriptive qualitative with a case research design. The data technique used the Group Embedded Figures Test, mathematical proportional reasoning a

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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 (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. O

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Ayulinansyah, Sri. "PROFIL PEMECAHAN MASALAH POLA BARISAN BILANGAN DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT DI SMPN 6 PALU." Guru Tua : Jurnal Pendidikan dan Pembelajaran 7, no. 1 (2024): 39–46. https://doi.org/10.31970/gurutua.v7i1.186.

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The examination approach utilized is engaging subjective which intends to portray the problem solving profile of understudies at SMPN 6 Palu using FI and FD cognitive styles regarding number pattern sequence material. The research subjects were 2 students from class VIII of SMPN 6 Palu, comprising of high capacity understudies who had a field subordinate kognitif style and high capacity understudies who had a field free kognitif style. Information assortment techniques in this research were assisted by the GEFT test, number sequence pattern test, and interview guide. Information examination me

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Marisa, Evin, Siti Nuriyatin, and Nurina Ayuningtyas. "PENGAJUAN SOAL DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT." JEDMA Jurnal Edukasi Matematika 2, no. 1 (2021): 34–39. http://dx.doi.org/10.51836/jedma.v2i1.184.

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This study aims to describe the analysis of students abilities in question submission in terms of cognitive style field dependent (FD) and field independent (FI). Qualitative descriptive study is type of this research. The selection of research subjects was carried out using 2 tests, namely GEFT (the Group Embedded Figures Test) and a test problem posing. Then from this study the selected subjects consisted of four students, namely two students who had a field dependent cognitive style and two students who had a field independent cognitive style. The ability to understand information (question

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Marbun, Novriandi Alpiansyah, Silvia Fitriani, and Zulyadaini Zulyadaini. "Analisis Kesalahan Siswa dalam Mengerjakan Soal Matematika Materi Aritmatika Sosial dengan Gaya Kognitif Field Dependent dan Field Independent Di Kelas VII SMP Negeri 4 Kuala Tungkal." PHI: Jurnal Pendidikan Matematika 6, no. 2 (2022): 223. http://dx.doi.org/10.33087/phi.v6i2.214.

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The purpose of this study was to analyze the errors made and to describe the causes of errors in students with field-dependent and field-independent cognitive styles in solving social arithmetic problems based on Newman's error analysis method. The subjects of this study were 3 subjects taken from class VII SMP Negeri 4 Kuala Tungkal, where 1 student had a field-independent cognitive style and 2 students had a field-dependent cognitive style. The instruments in this study were GEFT test question sheets, social arithmetic question sheets, and interview guidelines. The results of the study showe

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Aning, Wida Yanti I. Ketut Budayasa Raden Sulaiman. "Adaptive Reasoning Profile Field-Dependent And Field-Independent Cognitive Style Of Students In Planing Solutions To Solve The Math-Problem." Multicultural Education 7, no. 12 (2021): 8. https://doi.org/10.5281/zenodo.5750029.

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<em>This study aims to describe the adaptive reasoning profile of students who have a field-dependent cognitive style (FDCS) and a field-independent cognitive style (FICS) in making plans for solving mathematical problems. This research is a searching-descriptive study with a qualitative approach. The instruments used were the Group Embedded Figures Test (GEFT), Adaptive Reasoning Test (TPA), and interview guidelines.  The results showed profile, adaptive reasoning FDCS, and FICS in planning solutions to solve math-problem are making models by relating the situation to the concept and exp

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Armadi, Ali, Muhammad Misbahudholam AR, Moh Wardi, and Framz Ardiansyah. "Analysis of Field Dependent and Field Independent Cognitive Styles in Solving Science Problems in Elementary Schools." Jurnal Penelitian Pendidikan IPA 10, no. 3 (2024): 1159–66. http://dx.doi.org/10.29303/jppipa.v10i3.5661.

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This research aims to determine the results of the Science Problem Solving Test, describing students' Field Dependent and Field Independent cognitive styles in solving science problems. The research method used is Mixed Methods, which uses Sequential Explanatory Design. The research results showed that the field-independent and field-dependent students' science problem-solving tests were good. This is proven by using a one-sample t-test with a Sig (2-tailed) result of 0.005. which is smaller than 0.05. The cognitive style of field-dependent students in solving science problems, according to th

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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 (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 Saving

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Kristiani, Nia, Edy Yusmin, Munaldus Munaldus, Ahmad Yani T, and Dona Fitriawan. "KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA PADA MATERI LUAS BANGUN DATAR DIKAJI DARI GAYA KOGNITIF." Jurnal AlphaEuclidEdu 4, no. 1 (2023): 109. http://dx.doi.org/10.26418/ja.v4i1.65561.

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This study aims to describe the talent of SMP Negeri 02 Banyuke Hulu class VII students who have field independent and field dependent cognitive styles in thinking mathematically and creatively about the subject matter. Descriptive qualitative is the method used in this research. Six seventh grade students of SMP Negeri 02 Banyuke Hulu were used as research subjects. Geft test to assess cognitive style and a description test consisting of three questions and three stages, namely data reduction, data presentation, and conclusion drawing, were used to analyze the data. The results showed that tw

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Wang, Li-Jun, Xin Wang, and Ming-Zhang Ren. "Field-Dependent-Independent Cognitive Style in Solving Dynamics Problems." Psychological Reports 92, no. 3 (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 t

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Chen, Xi, Shen Zhao, and Wei Li. "Opinion Dynamics Model Based on Cognitive Styles: Field-Dependence and Field-Independence." Complexity 2019 (February 11, 2019): 1–12. http://dx.doi.org/10.1155/2019/2864124.

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Two distinct cognitive styles exist from the perspective of cognition: field-dependence and field-independence. In most public opinion dynamics models, people only consider that individuals update their opinions through interactions with other individuals. This represents the field-dependent cognitive style of the individual. The field-independent cognitive style is ignored in such cases. We consider both cognitive styles in public opinion dynamics and propose a public opinion evolution model based on cognitive styles (CS model). The opinions of neighbors and experiences of the individual repr

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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 (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 (198

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Montoya Londoño, Diana Marcela, Christian Hederich Martinez, and Antonio P. Gutierrez de Blume. "An Exploratory Study of the Relation between Cognitive Style and Metacognitive Monitoring in a Sample of Colombian University Students." Psicología desde el Caribe 39, no. 02 (2023): 36–56. http://dx.doi.org/10.14482/psdc.39.2.153.

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While research on metacognition and cognitive styles is robust for either field alone, few studies have broached the two together. In addition, no studies to date have examined finer-grained objectives related to specific aspects of metacognition such as monitoring skill and its relation to cognitive style. Thus, the present study investigated confidence, performance, and accuracy measures for three types of metacognitive judgments (prediction, concurrent and postdiction) and three different types of metacognitive questions—questions about the task, questions about the self, and questions at d

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Ali, Muhammad, Emzir Emzir, and Zainal Rafli. "THE EFFECT OF LEARNING PROBLEM BASED LEARNING (PBL) AND TASK BASED LEARNING (TBL) LEARNING MODELS AND LEARNING STYLE TO SKILL WRITING NARRATION." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 2 (2017): 112–21. http://dx.doi.org/10.21009/ijlecr.032.010.

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The purpose of this research to examine the influence of learning models and learning styles to the skills of writing narrative essay students of the second semester of the Indonesian Language Studies Program University PGRI Palembang. This research used experimental method with two way ANAVA design with level of Î± = 0,05. This study shows the result that; (1) Student narrative writing skills taught by PBL models are better than those taught by the TBL model, (2) Student narrative writing skill with FI learning style is better than those who study with FD learning style, (3) interaction Betwe

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

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Zulvia, Ira, Dedi Kusnadi, and Desy Irsalina Savitri. "DESKRIPSI KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF SISWA KELAS IV SEKOLAH DASAR." Jurnal Pendidikan Dasar Borneo (Judikdas Borneo) 7, no. 1 (2025): 53–62. https://doi.org/10.35334/judikdasborneo.v7i1.6338.

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Abstract: Problem-solving ability is one of the aspects that is highly needed by students during the mathematics learning process. Cognitive styles are divided into two, namely field independent (FI) and field dependent (FD) cognitive styles. This research was conducted with the aim of describing the mathematical problem-solving abilities of fourth-grade elementary school students based on Field Independent (FI) and Field Dependent (FD) cognitive styles. The type of research used is qualitative descriptive. The data collection techniques included the Group Embedded Figure Test (GEFT), problem-

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Putri Tambunan, Anastasya Bella, Dwi Priyo Utomo, and Rizal Dian Azmi. "Junior High School Students' Conceptual Understanding of Prerequisite Material in Solving SPLDV Questions in View of Students' Cognitive Style." Mathematics Education Journal 7, no. 2 (2023): 264–79. http://dx.doi.org/10.22219/mej.v7i2.25860.

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Understanding of students' mathematical concepts plays a very important role as a factor to support learning activities. In studying a concept students must understand previous mathematical material as a prerequisite material. Students' conceptual understanding of a material can be influenced by several factors, one of them is the cognitive style factor that has different for each student. Different cognitive styles can be seen from the field independent and field dependent cognitive styles. The importance of understanding students' mathematical concepts of a material that is influenced by stu

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Alnar, Aryanugraha, Ilham Minggi, Randy Saputra Mahmud, Ahmad Syamsuadi, and Fathrul Arriah. "PROFIL PEMECAHAN MASALAH TEOREMA PYTHAGORAS DITINJAU DARI PERBEDAAN GAYA KOGNITIF SISWA." Jurnal Riset Guru Indonesia 1, no. 2 (2022): 63–69. http://dx.doi.org/10.62388/jrgi.v1i2.102.

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One of the abilities to be achieved through learning mathematics is the ability to solve problems. The problem is not just found in mathematics but also in their daily activity. The student needs to know how to solve a problem because there are many problems in the future that they must solve. Problem-solving in every student is different. The cause is the cognitive style that the student has. The student receives, manages, and makes the conclusion according to their cognitive style. The study aims to describe students' mathematical problem-solving abilities on the Pythagorean theorem material

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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 (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 representatio

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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 (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 t

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Suprapti, Endang, Tatag Yuli Eko Siswono Siswono, Manuharawati Manuharawati, Achmad Hidayatullah Hidayatullah, and Armeria Wijaya Wijaya. "Creative Thinking Process of Prospective Elementary Education Teacher Students Based on Field Independent Cognitive Styles and Self-Efficacy in Solving Contextual Problems." Journal of Mathematical Pedagogy (JoMP) 5, no. 2 (2024): 67–75. http://dx.doi.org/10.26740/jomp.v5n2.p67-75.

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This study aims to describe the creative thinking process of prospective elementary school teachers based on independent field cognitive style and self-efficacy in solving contextual problems. This qualitative-exploratory study involved two prospective elementary school teachers who had independent field cognitive style and self-efficacy. Data collection was conducted through task-based interviews and analysis using interactive methods consisting of data condensation, data presentation, data interpretation and verification. The results showed that prospective elementary school teachers with in

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

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Santosa, Farah Heniati, Habib Ratu Perwira Negara, Indrawati, Samsul Bahri, and Samsuriadi. "Komparasi Kemampuan Penalaran matematis mahasiswa ditinjau dari Gaya Kognitif." Jurnal Pemikiran dan Penelitian Pendidikan Matematika (JP3M) 2, no. 2 (2020): 142–53. http://dx.doi.org/10.36765/jp3m.v2i2.68.

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This study aims to obtain a picture of the achievement of mathematical reasoning abilities of students who obtain PBL learning in terms of cognitive fields dependent and field independent. This research is a quasi-experiment involving 97 first semester students. Analysis of the study used one way ANAVA. The research instruments were cognitive style tests and mathematical reasoning abilities tests. The results of the study concluded that there are differences in students' mathematical reasoning abilities that have field dependent and field independent cognitive styles, that is, students with in

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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 (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 Env

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Usolin, Kresensia, Aloisius Loka Son, Talisadika Serrisanti Maifa, and Javier García-García. "Profile of Mathematics Communication Ability of Seventh-Grade Students in Solving Set Problems Based on Cognitive Style." RANGE: Jurnal Pendidikan Matematika 4, no. 2 (2023): 189–201. http://dx.doi.org/10.32938/jpm.v4i2.3593.

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This study aims to describe the profile of students' mathematical communication ability in solving set problems in terms of field-dependent and field-independent cognitive styles. This research method includes qualitative descriptive research. In this study, the collected data was in the form of words so that it did not emphasize numbers. Participants in this study consisted of three students with a field-dependent cognitive style and three students with a field-independent cognitive style from class VII at one of the junior high schools in North Central Timor Regency. The instruments used are

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Afifah, Afifah, Slamet Soro, and Ayu Faradillah. "Mathematic Reasoning Ability Based on Cognitive Style Field Dependent, Field Intermediate, and Field Independent." Jurnal Pendidikan MIPA 23, no. 2 (2022): 880–93. http://dx.doi.org/10.23960/jpmipa/v23i2.pp880-893.

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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 (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 master

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Thi Nga, Ngo. "Peculiarities of management of cognitive barriers in educational activity of students with field-independent and field-dependent styles." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2, 2020 (2020): 54–65. http://dx.doi.org/10.31862/2218-8711-2020-2-54-65.

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The survey is dedicated to the identification of cognitive barriers in educational and professional activities among students with field-dependent and field-independent styles of cognitive activity. For these purposes, we used the principle of taxonomy proposed by B. Bloom (“the taxonomy of the levels of knowledge of Benjamin Blum”), as well as the “Gottschaldt figures” technique. The results show that the cognitive style is a factor influencing the level of cognitive difficulties.

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Men, Fulgensius Efrem, Bedilius Gunur, Ricardus Jundu, and Polykarpus Raga. "Critical Thinking Profiles of Junior High School Students in Solving Plane Geometry Problems Based on Cognitive Style and Gender." Indonesian Journal of Science and Mathematics Education 3, no. 2 (2020): 237–44. http://dx.doi.org/10.24042/ijsme.v3i2.5955.

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This study aimed to describe the students’ critical thinking processes in solving plane geometry problems based on cognitive styles and gender styles. This research used the descriptive qualitative method. The subjects of this study were four junior high school students selected based on differences in cognitive styles and gender styles. The instrument consisted of the main instruments are researchers and supporting instruments, namely problem-solving instruments, cognitive style instruments, and interview guidelines. The data were collected by means of tests and interviews. The results showed

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ZABOLOTNA, Natalia. "Cognitive styles in the context of learning activity of students." EUROPEAN HUMANITIES STUDIES: State and Society, no. 1 (December 28, 2014): 221–32. http://dx.doi.org/10.38014/ehs-ss.2014.1.21.

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The work explores characteristics of the style of intellectual activity, reseaches in details the peculiarities of cognitive style “field-dependent and field-independent”. The outcome of the empiric examination of the cognitive-style “field-dependent or field-independent” as well as the results of profession choice by the students of different Schools of University is presented.

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Kurnia, Siti Sarah, Sudi Prayitno, and Junaidi Junaidi. "Analisis Kemampuan Pemahaman Konsep Bangun Ruang Sisi Datar Ditinjau Dari Gaya Kognitif Field Independent dan Field Dependent." Griya Journal of Mathematics Education and Application 5, no. 3 (2025): 1006–19. https://doi.org/10.29303/griya.v5i3.758.

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This study aims to describe students' conceptual understanding abilities in polyhedron spatial geometry material in terms of their cognitive style. The type of research used is descriptive qualitative. The subjects of the study were 4 students of class IX-G of SMP Negeri 5 Mataram in the 2024/2025 academic year, consisting of 2 students with the field independent cognitive style category and 2 students with the field dependent cognitive style category. The data collection techniques used were tests and interviews. Data analysis techniques with data reduction, data presentation, and draw a conc

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Halizah, Nur, and Siti Napfiah. "ANALISIS KEMAMPUAN NUMERIK SISWA DITINJAU BERDASARKAN GAYA KOGNITIF." Prismatika: Jurnal Pendidikan dan Riset Matematika 6, no. 2 (2024): 322–36. http://dx.doi.org/10.33503/prismatika.v6i2.4035.

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Numerical ability is the ability to solve problems related to numbers. The aim of this research is to describe students' numerical abilities based on cognitive style. Several existing studies analyze numerical abilities based on reflective and impulsive styles. In this research, the analysis was carried out based on field dependent and field independent cognitive styles. This type of research was descriptive qualitative. Indicators of numerical ability consist of the ability to solve problems, the ability to calculate mathematically, and the ability to think logically. In this research, studen

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Yerizon, Yerizon, Farhani Farhani, Hendra Syarifuddin, and Nor’ain Mohd Tajudin. "The Effect of Think Pair Check Model on Students Understanding of Mathematical Concepts in Terms of Cognitive Style." Jurnal Didaktik Matematika 7, no. 1 (2020): 1–12. http://dx.doi.org/10.24815/jdm.v7i1.14932.

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This quasi-experimental research aims to determine the effect of Think Pair Check (TPC) learning models on understanding of mathematical concepts in terms of cognitive style. A purposive sampling technique was used to select a sample of 54 students from a junior high school in Patamuan sub-district, Indonesia. The data were obtained from mathematical concept understanding tests and Group Embedded Figure Test (GEFT) to determine students' cognitive styles. Data were analyzed using t-test. The findings indicated that students who learned using TPC method had a better understanding of concepts th

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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 20, no. 2 (2015): 181–85. http://dx.doi.org/10.18269/jpmipa.v20i2.36242.

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ABSTRAKPenelitian 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 ba

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Ningrum, Ing Diar Maswal, Rita Lefrida, Pathuddin, and Alfisyahra. "Students field independent-dependent solving surface area of square pyramid: Commognitive perspective." Journal of Honai Math 7, no. 3 (2024): 505–24. https://doi.org/10.30862/jhm.v7i3.745.

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Understanding students' cognitive processes in solving mathematical problems is crucial for improving instructional strategies and learning outcomes. However, limited studies have examined students' commognitive aspects in the context of geometric problem-solving, particularly in relation to cognitive styles such as Field-Independent (FI) and Field-Dependent (FD) tendencies. This study addresses this gap by analyzing the four aspects of commognition word use, visual mediators, narratives, and routines demonstrated by students when solving story problems on the surface area of a square pyramid.

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