The Effectiveness of Learning Models on Written Mathematical Communication Skills Viewed from Students' Cognitive Styles
This research aims to test (1) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and p.
- Pub. date: July 15, 2020
- Pages: 979-994
- 1095 Downloads
- 1527 Views
- 13 Citations
This research aims to test (1) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and problem posing learning model on written mathematical communication skills, (2) the effectiveness between field-independent and field-dependent cognitive styles on written mathematical communication skills, (3) the effectiveness between problem posing learning model with Indonesian realistic mathematical education approach and problem posing learning model on the written mathematical communication skills from each cognitive style, and (4) the effectiveness between field-independent and field-dependent cognitive styles on written mathematical communication skills from each learning model. This quantitative research employed a quasi-experimental method. The research sample consisted of 240 fifth-grade elementary school students in Jebres District, Surakarta, Indonesia. Data collection techniques included tests of written mathematical communication skills and cognitive styles. The data were analyzed using prerequisite (normality, homogeneity, and balance), hypothesis, and multiple-comparison tests. The findings prove that (1) PP model with Indonesian realistic mathematical education approach is more effective than the PP and direct instruction models, (2) field-independent cognitive style is better than field dependent, (3) PP with Indonesian realistic mathematical education is as effective as the PP model, but more effective than the direct instruction model, and the PP model is more effective than the direct instruction model in each cognitive style, and (4) in the PP learning model with Indonesian realistic mathematical education approach, field-independent cognitive style is same skill as with field-dependent, but field-independent is better than field-dependent cognitive style in the PP and direct instruction learning models.
written mathematical communication skill cognitive style problem posing indonesian realistic mathematics education approach
Keywords: Written mathematical communication skill, cognitive style, problem posing, Indonesian realistic mathematics education approach.
References
Anim, Prasetyo, Y. D., & Rahmadani, E. (2019). Experimentation of problem posing learning model assisted of autograph software to students’ mathematical communication ability in terms of student’s gender. Peuradeun Scientific Journal/ Jurnal Ilmiah Peuradeun, 7(2), 331–342. https://doi.org/10.26811/peuradeun.v7i2.301
Ardiyani, S. M., Gunarhadi, & Riyadi. (2018). Realistic mathematics education in cooperative. Journal on Mathematics Education, 9(2), 301–310.
Astuti, N. R., Gunarhadi, & Mintasih. (2020). The effect of RME on mathematics learning outcomes viewed mathematic communication skills. International Journal of Educational Research Review, 5(1), 43–53.
Azimigaroosi, S., Zhiean, F., & Farahmand, H. (2015). On the comparison of effectiveness of direct instruction method and multimedia instruction on students suffering from special learning disorder along with defects in dictation. International Letters of Social and Humanistic Sciences, 62(1), 8–15. https://doi.org/10.18052/www.scipress.com/ILSHS.62.8.
Brown, S. G., Tenbrink, A. P., & LaMarre, G. (2019). Personality and individual differences performance while distracted: The effect of cognitive styles and working memory. Personality and Individual Difference, 138(3), 380–384. https://doi.org/10.1016/j.paid.2018.10.025
Cai, J., Chen, T., Li, X., Xu, R., Zhang, S., & Hu, Y. (2019). Exploring the impact of a problem-posing workshop on elementary school mathematics teachers’ conceptions on problem posing and lesson design. International Journal of Educational Research, 1(1), 1–12. https://doi.org/10.1016/j.ijer.2019.02.004
Calabrese, J. E., Williams, A. M., & Capraro, M. M. (2019). Problem-posing strategies: showcasing elementary student responses. International Symposium Elementary Mathematics Teaching, 9, 104-113.
Christidamayani, A. P., & Kristanto, Y. D. (2020). The effects of problem posing learning model on students’ learning achievement and motivation. Indonesian Journal on Learning and Advanced Education, 2(2), 100–108. https://doi.org/10.23917/ijolae.v2i2.9981
Ersoy, E. 2016. Problem solving and its teaching in mathematics. The Online Journal of New Horizons in Education, 6(2), 79-87.
Fajriyah, E., & Asikin, M. (2019). Mathematical literacy ability reviewed from cognitive style of students on double loop problem solving model with RME approach. Unnes Journal of Mathematics Education Research, 8(1), 57–64.
Gibelli, J., Aubin-horth, N., & Dubois, F. (2019). Individual differences in anxiety are related to differences in learning performance and cognitive style. Animal Behaviour, 157(1), 121–128. https://doi.org/10.1016/j.anbehav.2019.09.008
Gower, M. D., & Shanks, R. A. (2014). Research design - qualitative, quantitative, & mixed methods approaches (4th ed.). Sage Publication, Inc.
Huertas, A., Lopez, O., & Sanabria, L. (2016). Influence of a metacognitive scaffolding for information search in b-learning courses on learning achievement and its relationship with cognitive and learning style. Journal of Educational Computing, 55(7), 1-25. https://doi.org/10.1177/0735633116656634
Kadarsono, M., Suyitno, H., & Waluya, B. (2019). Mathematical critical thinking ability of students in CTL learning based on cognitive style. Journal of Mathematics Education Research, 8(8), 89-95.
Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2018). How does Realistic Mathematics Education (RME) improve students’ mathematics cognitive achievement? EURASIA Journal of Mathematics, Science and Technology Education, 14(2), 569–578. https://doi.org/10.12973/ejmste/76959.
Lee, J. (2015). “Oh, I just had it in my head”: Promoting mathematical communications in early childhood. Early Childhood, 16(3), 284-287. https://doi.org/10.1177/1463949115600054.
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in educational research: from theory to practice. Jossey Bass.
Lukman, A. A. (2017). The difference of learning model think-talk-write (TTW) and conventional learning model in improving students critical thinking skills in sociology subject. International Research Journal of Education and Sciences, 1(2), 21–24.
Luo, W. (2019). User choice of interactive data visualization format: The effects of cognitive style and spatial ability. Decision Support Systems, 122(1), 113061. https://doi.org/10.1016/j.dss.2019.05.001.
Mahendra, R., Slamet, I., & Budiyono. (2017). Problem posing with realistic mathematics education approach in geometry learning. IOP Conf. Series: Journal of Physics: Conf. Series, 895(1), 1–4. https://doi.org/10.1088/1742-6596/895/1/012046
Martinsen, O. L., & Furnham, A. (2019). Cognitive style and competence motivation in creative problem-solving. Personality and Individual Differences, 139, 241–246. https://doi.org/10.1016/j.paid.2018.11.023
Masalimova, A. R., Mikhaylovsky, M. N., Grinenko, A. V., Smirnova, M. E., Andryushchenko, L. B., Kochkina, M. A., & Kochetkov, I. G. (2019). The interrelation between cognitive styles and copying strategies among student youth. EURASIA Journal of Mathematics, Science and Technology Education, 15(4), 1–7. https://doi.org/10.29333/ejmste/103565.
Mefoh, P. C., Nwoke, M. B., Chukwuorji, J. C., & Chijioke, A. O. (2017). Effect of cognitive style and gender on adolescents’ problem-solving ability. Thinking Skills and Creativity, 25, 47–52. https://doi.org/10.1016/j.tsc.2017.03.002
Mello, A., & Rentsch, J. (2014). Cognitive style diversity in decision making teams: A conceptual framework. International Journal of Business and Social Research (IJBSR), 4(4), 137–149.
Minister of Education and Culture Regulation. (2016). Minister of education and culture regulation number 21 year 2016 concerning basic and secondary education content standards. Indonesian Government Publishing Service.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Mathematics. TIMSS & PIRLS International Study Center.
Mulyasari, I., Rohaeti, E. E., & Sugandi, A. I. (2018). The application of problem solving approach in improving junior high school students’ mathematical communication and disposition skill. Journal of Innovation Mathematics Learning, 1(3), 295-300.
National Council of Teachers of Mathematics. (2000). Principles and Standard for School Mathematics. National Council of Teachers of Mathematics.
Nuha, M. A., Waluya, S. B., & Junaedi, I. (2018). Mathematical creative process Wallas model in student’s problem posing with lesson study approach. International Journal of Instruction, 11(2), 527–538. https://doi.org/10.12973/iji.2018.11236a
Nuraida, I., & Amam, A. (2019). Hypothetical learning trajectory in realistic mathematics education to improve the mathematical communication of junior. Journal of Mathematics Education, 8(2), 247–258. https://doi.org/10.22460/infinity.v8i2.p247-258
Nurfadhillah, Johar, R., & Ahmad, A. (2018). The quality of learning materials through mathematics realistic to improve students’ mathematical communication ability in the elementary. IOP Conf. Series: Journal of Physics: Conf. Series, 1088(1), 1–6. https://doi.org/10.1088/1742-6596/1088/1/012077
Organization for Economic Co-operation and Development. (2015). Pisa Results in Focus 2015. OECD Publishing.
Ozgen, K., & Bayram, B. (2019). Developing problem posing self-efficacy scale. Elementary Education Online, 18(2), 663–680. https://doi.org/10.17051/ilkonline.2019.562029.
Permanawati, F. I., Agoestanto, A., & Kurniasih, A. W. (2018). The students’ critical thinking ability through problem posing learning model viewed from the students’ curiosity. Unnes Journal of Mathematics Education Research, 7(3), 147–155. https://doi.org/10.15294/ujme.v7i3.25025.
Pittalis, M., Chritou, C., Mousoulides, N., & Pitta-Pantazi, D. (2004). A structural model for problem posing. In Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (pp. 49–56). Bergen University College, Norway.
Prayekti. (2016). Effects of experiment learning strategy versus expository and cognitive style for physical learning result for senior high school student at class XI of senior high school. Journal of Education and Practice, 7(12), 67–73.
Rahman, A. A., Sapta, A., & Larasati, M. F. (2018). Improve the students’ mathematics communication ability using realistic mathematics education. IOP Conf. Series: Journal of Physics: Conf. Series, 1114(1), 1–6. https://doi.org/10.1088/1742-6596/1114/1/012112
Retnowati, E., Fathoni, Y., & Chen, O. (2018). Mathematics problem solving skill acquisition: Learning by problem posing or by problem solving. Educational Horizon/ Cakrawala Pendidikan, XXXVII (1), 1–10.
Rohim, S., & Umam, K. (2019). The effect of problem-posing and think-pair-share learning models on students’ mathematical problem-solving skills and mathematical communication skills. Journal of Education, Teaching, and Learning, 4(2), 287–291.
Rosli, R., Capraro, M. M., & Capraro, R. M. (2014). The effects of problem posing on student mathematical learning: A meta-analysis. International Education Studies, 7(13), 227–241. https://doi.org/10.5539/ies.v7n13p227
Rustam, A., & Ramlan, A. M. (2017). Analysis of mathematical communication skills of junior. Journal of Mathematics Education, 2(2), 45–51.
Sari, N., & Surya, E. (2017). Analysis effectiveness of using problem posing model in mathematical learning. International Journal of Sciences: Basic and Applied Research, 4531(3), 13–21.
Setiawan, Y. E., Purwanto, Parta, I. N., & Sisworo. (2020). Generalization strategy of linear patterns from field-dependent cognitive style. Journal on Mathematics Education, 11(1), 77–94. http://doi.org/10.22342/jme.11.1.9134.77-94
Setyosari, P., Kuswandi, D., & Dwiyogo, W. D. (2016). The effect of learning strategy and cognitive style toward mathematical problem-solving learning outcomes. IOSR Journal of Research & Method in Education, 6(3), 137–143. https://doi.org/10.9790/7388-060304137143
Sitorus, J. (2017). Students’ thinking way: Learning trajectory of realistic mathematics education. International Journal of Innovation in Science and Mathematics, 5(1), 22–31.
Sudarman, Setyosari, P., Kuswandi, D., & Dwiyogo, W. D. (2016). The effect of learning strategy and cognitive style toward mathematical problem-solving learning outcomes. IOSR Journal of Research & Method in Education, 6(3), 137-143.
Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307–315. https://doi.org/10.1016/j.kjss.2016.06.001
Surya, E., Syahputra, E., & Juniati, N. (2018). Effect of problem-based learning toward mathematical communication ability and self-regulated learning. Journal of Education and Practice, 9(6), 14–23.
Tican, C., & Deniz, S. (2019). Pre-service teachers’ opinions about the use of 21st century learner and 21st century teacher skills. European Journal of Educational Research, 8(1), 181-197. https://doi.org/10.12973/eu-jer.8.1.181
Toomey, N., & Heo, M. (2019). Cognitive ability and cognitive style: Finding a connection through resource use behavior. Instructional Science, 19(4), 1–18. https://doi.org/10.1007/s11251-019-09491-4
Triana, M., Zubainur, C. M., & Bahrun. (2019). Students’ mathematical communication ability through the brain-based learning approach using autograph. Journal of Research and Advances in Mathematics Education, 4(1), 1–10.
Trisnawati, Pratiwi, R., & Waziana, W. (2018). The effect of realistic mathematics education on student’s mathematical communication ability. Malikussaleh Journal of Mathematics Learning, 1(1), 31–35. https://doi.org/10.29103/mjml.v1i1.741
Turmudi. & Maulida, A. (2019). Effect of the learning aproach of realistic mathematics education on problem solving and mathematics communications effectivity. Advances in Social Science, Education and Humanities Research, 349, 677-681.
Udiyono, & Yuwono, M. R. (2018). The correlation between cognitive style and students’ learning achievement on geometry subject. Journal of Mathematics Education, 7(1), 35–44. https://doi.org/10.22460/infinity.v7i1.p35-44.
Unver, S. K., Hidiroglu, C. N., Dede, A. T., & Guzel, E. B. (2018). Factors revealed while posing mathematical modelling problems by mathematics student teachers. European Journal of Educational Research, 7(4), 941-952. https://doi.org/10.12973/eu-jer.7.4.941
Vale, I., & Barbosa, A. (2017). The importance of seeing in mathematics communication. Journal of the European Teacher Education Network, 12(12), 49–63.
Warli, & Fadiana, M. (2015). Math learning model that accommodates cognitive style to build problem-solving skills. Higher Education Studies, 5(4), 86–98. https://doi.org/10.5539/hes.v5n4p86.
Yaniawati, R. P., Indrawan, R., & Setiawan, G. (2019). Core model on improving mathematical communication and connection, analysis of students’ mathematical disposition. International Journal of Instruction, 12(4), 639–654. https://doi.org/10.29333/iji.2019.12441a.
Yonker, J. E., Edman, L. R., Cresswell, J., & Barrett, J. L. (2016). Primed analytic thought and religiosity: The importance of individual characteristics. Psychology of Religion and Spirituality, 8(4), 298–308.
Yuberti, Latifah, S., Anugrah, A., Saregar, A., Misbah, & Jermsittiparsert, K. (2019). Approaching problem-solving skills of momentum and impulse phenomena using context and problem-based learning. European Journal of Educational Research, 8(4), 1217-1227. https://doi.org/10.12973/eu-jer.8.4.1217
Yulian, V. N. (2018). Developing teaching materials using comic media to enhance students’ mathematical communication. IOP Conf. Series: Journal of Physics, 335(1), 1–5. https://doi.org/10.1088/1757-899X/335/1/012110