Kemampuan Pemecahan Masalah Matematika dalam Menyelesaikan Soal Setara PISA Ditinjau dari Gaya Kognitif Siswa
Abstract
This study aims to describe students’ mathematical problem-solving abilities in solving PISA-like problems based on the Field Dependent (FD) and Field Independent (FI) cognitive styles. This research employed a qualitative descriptive design. The subjects of the study were 40 students of class VIIIC at SMP Negeri 2 Mataram in the 2025/2026 academic year, consisting of 20 FD students and 20 FI students. Furthermore, six students, comprising three FD students and three FI students, were selected as interview subjects through purposive sampling. The data were collected using a cognitive style test, namely the Group Embedded Figures Test (GEFT), a mathematical problem-solving test in the form of PISA-like problems, and interview guidelines. Data analysis was conducted based on the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, while also referring to Polya’s four stages of problem solving. The results of the study indicate that: (1) FD students were generally able to perform three stages of Polya’s problem-solving process, namely understanding the problem, devising a plan, and carrying out the plan. However, FD students were generally unable to perform the looking back stage; (2) FI students were generally able to perform all four stages of Polya’s problem-solving process, namely understanding the problem, devising a plan, carrying out the plan, and looking back. The findings of this study are expected to serve as a consideration for teachers in designing mathematics instruction that is aligned with student’s cognitive style characteristics.
References
Astuti, N. D., Hapsan, A., Herianto, H., Mutmainna, M., Warsyidah, A. A., Riskawati, R., Mahmud, N., Febriana, B. W., & Toron, V. B. (2024). Prinsip-Prinsip Pengukuran dan Evaluasi Pendidikan: Disertai Dengan Contoh Kasus. Gowa: CV. Ruang Tentor.
Ernawati, E., Zulmaulida, R., Saputra, E., Munir, M., Zanthy, L. S., Rusdin, Wahnyuni, M., Irham, M., Akmal, N., & Nasruddin. (2021). Problematika Pembelajaran Matematika. Banda Aceh: Yayasan Penerbit Muhammad Zaini.
Janah, S. N., Rasiman, R., & Handayanto, A. (2021). Proses Berpikir Siswa SMK dalam Memecahkan Masalah Matematika Ditinjau dari Gaya Kognitif Field Independent dan Field Dependent. Imajiner: Jurnal Matematika dan Pendidikan Matematika, 3(2), 150–158. https://doi.org/10.26877/imajiner.v3i2.7487
Lambertus, L., Kodirun, K., & Busnawir, B. (2020). Analisis Kemampuan Pemecahan Masalah Matematika Ditinjau dari Gaya Kognitif Siswa. Jurnal Pembelajaran Berpikir Matematika, 5(1). https://doi.org/10.33772/jpbm.v5i112541
Lusiana, R. (2017). Analisis Kesalahan Mahasiswa dalam Memecahkan Masalah Pada Materi Himpunan Ditinjau dari Gaya Kognitif. Jurnal Penelitian dan Pembelajaran Matematika (JPPM), 10(1), 24–29. https://doi.org/10.30870
NCTM. (2000). Executive Summary: Principles and Standards for School Mathematics. https://doi.org/10.5951/at.29.5.0059
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. Paris: OECD Publishing.
Padian, B. H. L., Subarinah, S., Tyaningsih, R. Y., & Soeprianto, H. (2023). Analisis Kemampuan Pemecahan Masalah Materi Sistem Persamaan Linier Tiga Variabel Ditinjau dari Gaya Kognitif Siswa. Journal of Classroom Action Research, 5(2), 73–80. https://doi.org/10.29303/jcar.v5i2.3050
Patingki, A., Mohidin, A. D., & Resmawan. (2022). Hubungan Gaya Kognitif Siswa Dengan Kemampuan Pemecahan Masalah Matematika. Jambura: Journal of Mathematics Education, 3(2), 70–80. https://doi.org/10.34312/jmathedu.v3i2.15412
Polya, G. (1988). How to Solve It: A New Aspect of Mathematical Method (2nd ed.). Princeton: Princeton University Press.
Pradiarti, R. A., & Subanji, S. (2022). Kemampuan Pemecahan Masalah Matematis Siswa SMP Ditinjau dari Gaya Kognitif. Mosharafa: Jurnal Pendidikan Matematika, 11(3), 379–390. https://doi.org/10.31980
Safitri, E. L., Prayitno, S., Hayati, L., & Hapipi, H. (2021). Analisis Kesalahan dalam Menyelesaikan Soal Cerita Matematika Ditinjau dari Gaya Belajar Siswa. Griya Journal of Mathematics Edication and Application, 1(3), 348–358. https://doi.org/10.29303
Sasih, S. S., Soeprianto, H., & Prayitno, S. (2022). Analisis Kemampuan Pemecahan Masalah Berdasarkan Tingkat Kemampuan Matematika. Mandalika Mathematics and Educations Journal, 4(2), 80-89. https://doi.org/10.229303/jm.v4i2.1561
Siahaan, E. M., Dewi, S., & Said, H. B. (2018). Analisis Kemampuan Pemecahan Masalah Matematis Berdasarkan Teori Polya Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent Pada Pokok Bahasan Trigonometri Kelas X SMAN 1 Kota Jambi. Phi: Jurnal Pendidikan Matematika, 2(2), 100–110. https://doi.org/10.33087
Sugiyono. (2019). Metode Penelitian Pendidikan. Bandung: Penerbit Alfabeta.
Sulaiman. (2019). Proses Berpikir Geometri Siswa SMP Dengan Gaya Kognitif Field Independen dan Field Dependen. Surabaya: Scopindo Media Pustaka.
Turmuzi, M. (2022). Teknik Evaluasi Dalam Pembelajaran Matematika. Yogyakarta: Penerbit KBM Indonesia.
Ulya, H. (2015). Hubungan Gaya Kognitif Dengan Kemampuan Pemecahan Masalah Matematika Siswa. Jurnal Konseling Gusjigang, 1(2). https://doi.org/10.24176/jkg.v1i2.410
Witkin, H. A. (1973). The Role of Cognitive Style in Academic Performance and in Teacher-Student Relations. Princeton: Educational Testing Service.
Wulan, E. R., & Anggraini, R. E. (2019). Gaya Kognitif Field-Dependent dan Field-Independent Sebagai Jendela Profil Pemecahan Masalah Polya dari Siswa SMP. Factor M: Focus Action of Research Mathematic, 1(2), 123–142. https://doi.org/10.30762
