Syntax and semantic analysis in mathematical problem posing viewed from field dependent and field independent cognitive styles
DOI:
https://doi.org/10.30762/factor_m.v6i1.1304Keywords:
Problem Posing, Syntax, Semantics, Cognitive Style, Field Dependent and Field IndependentAbstract
Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif, bertujuan mendeskripsi kemampuan mahasiswa semester IV dalam pengajuan masalah dari aspek sintaksis dan semantik. Terdapat dua subjek yang diteliti, yaitu masing-masing mahasiswa bergaya kognitif field dependent dan field independent. Subjek penelitian ditentukan menggunakan skor instrument GEFT dengan mempertimbangkan kesamaan jenis kelamin, kemampuan matematika, kecakapan dalam berkomunikasi, kesediaan menjadi subjek penelitian. Aspek yang dianalisis pada masalah yang diajukan dari aspek gaya bahasa yaitu sintaksis dan semantik. Analisis sintaksis dilihat dari bentuk masalah yang diajukan berupa penugasan, hubungan dan pengandaian. Sementara aspek semantik dianalisis berdasarkan termuatnya unsur menyatakan kembali, mengubah, membandingkan, mengelompokkan dan menvariasikan. Masing-masing subjek penelitian diberikan informasi berbentuk kalimat verbal dan grafik, yang selanjutnya sebagai acuan dalam pengajuan masalah. Dari analisis data, diperoleh subjek field independent lebih baik dalam mengajukan masalah dibandingkan subjek field dependendent. Subjek field independent mampu mengajukan masalah yang memuat semua unsur sintaksis dan semantik, sementara subjek field dependent tidak mampu mengajukan masalah yang memuat unsur sintaksis dan semantik.
This research is a descriptive study with a qualitative approach, aiming to describe the ability of fourth semester students in problem solving from syntactic and semantic aspects. There are two subjects studied, namely each student with field-dependent and field-independent cognitive styles. Research subjects were determined using GEFT instrument scores taking into account gender equality, mathematical ability, communication skills, and willingness to become research subjects. The aspects analyzed in the problem posed are from the aspect of language style, namely syntax and semantics. Syntactic analysis is seen from the form of the problem posed in the form of assignments, relationships and suppositions. While the semantic aspect is analyzed based on the elements of restating, changing, comparing, classifying and varying. Each research subject was given information in the form of verbal sentences and graphics, which then served as a reference in problem posing. From the data analysis, it was obtained that field-independent subjects were better at posing problems than field-dependent subjects. Field-independent subjects are able to pose problems that contain all syntactic and semantic elements, while field-dependent subjects are unable to pose problems that contain syntactic and semantic elements.
Downloads
References
Aba, M. M., & Nusantara, T. (2020). Berpikir Kreatif dalam Pengajuan Masalah Matematis. Jurnal Pendidikan Matematika Dan Sains, 8(1), 11–15. http://journal.uny.ac.id/index.php/jpms
Almolhodaei, H. (2002). Students’ Cognitive style and Mathematical Word Problem Solving. In Korean Society of Mathematical Education (Vol. 6, Issue 2, pp. 171–182). https://www.koreascience.or.kr/article/JAKO200211921431195.pdf
Amirulmukminin. (2017). Analisis Kemampuan Calon Guru Matematika Dalam Pengajuan Masalah Ditinjau dari Gaya Kognitif Field Independent dan Field Dependent. Kreano, Jurnal Matematika Kreatif-Inovatif, 8(1), 69–75. https://doi.org/10.15294/kreano.v8i1.7120
Annisa, C., & Fauziah, A. (2020). Engklek Gen 4.0 (Studi Etnomatematika: Permainan Tradisional Engklek sebagai Media Pembelajaran Matematika). Journal Focus Action of Research Mathematic (Factor M), 3(1). https://doi.org/10.30762/factor_m.v3i1.2499
Annisa, C., Triani, D. A., & Tanti, Y. K. (2023). Is it true that PBL based on Islamic ethnomathematics makes it easier for PTKIN students to understand mathematical concepts?. Journal Focus Action of Research Mathematic (Factor M), 6(1). https://doi.org/10.30762/factor_m.v6i1.1228
Bonotto, C., & Santo, L.D. (2015). On the Relationship Between Problem Posing, Problem Solving, and Creativity in the Primary School. Research in Mathematics Education. Pp. 103-125
Arikan, E.E. & Unal, H. (2014). Development of the structured problem posing skills and using metaphoric perceptions. European Journal of Science and Mathematics Education. Vol. 2 No. 3 pp. 155‐166.
Isik, C., & Kar, T. (2012). The Analysis of the Problems the Pre-Service Teachers Experience in Posing Problems about Equations. Australian Journal of Teacher Education, 37(9), 93–113. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ995246&lang=fr&site=ehost-live&scope=cite
Prihandini, I.M., dkk. (2020). Analisis Pengajuan Masalah Dalam Pembelajaran Matematika Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Sekolah Dasar. DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar, 3(September), 279–286. https://www.researchgate.net/publication/339126783_PENGARUH_MOTIVASI_BELAJAR_TERHADAP_KETUNTASAN_BELAJAR_SAINS_MELALUI_PELAKSANAAN_PROGRAM_PEMBELAJARAN_RETRIEVAL_REMEDIAL_MURID_SD_DI_KOTA_MAKASSAR
Kar, Tuğrul, & Işık, C. (2014). Analysis of problems posed by pre-service primary teachers about adding fractions in terms of semantic structures. International Electronic Journal of Mathematics Education, 9(1–2), 135–146. https://doi.org/10.29333/iejme/286
Kar, Tuǧrul, Özdemir, E., Ipek, A. S., & Albayrak, M. (2014). The relation between the problem posing and problem solving skills of prospective elementary mathematics teachers. Procedia - Social and Behavioral Sciences, 2(2), 1577–1583. https://doi.org/10.1016/j.sbspro.2010.03.239
Marisa, E., Nuriyanti, S. dan Ayuningsih, N. (2021). Pengajuan Soal Siswa Field Dependent Dan Field Independent. 2(1), 34–39.
Milda, Djafar, S., & S, R. (2022). Kemampuan Problem Posing Matematika Siswa Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent di SMP Negeri 4 Enrekang. Diferensial Journal, 3(1), 28–26.
Mishra, S., & Iyer, S. (2013). Problem posing exercises (PPE): An instructional strategy for learning of complex material in introductory programming courses. Proceedings - 2013 IEEE 5th International Conference on Technology for Education, T4E 2013, 151–158. https://doi.org/10.1109/T4E.2013.45
Motahari, M. S., & Norouzi, M. (2015). The Difference between Field Independent and Field Dependent Cognitive Styles regarding Translation Quality. Theory and Practice in Language Studies, 5(11), 2373. https://doi.org/10.17507/tpls.0511.23
Rahma, A. (2013). Pengajuan Masalah Matematika Ditinjau dari Gaya Kognitif dan Kategori Informasi. Jurnal Ilmu Pendidikan, 244–251.
Rahman, A., & Ahmar, A. S. (2017). Problem Posing of High School Mathematics Student’s Based on Their Cognitive Style. Educational Process: International Journal, 6(1), 7–23. https://doi.org/10.22521/edupij.2017.61.1
Sari, R.P., Siswono, T.Y.E., dan Lukiti.A.. (2020). Analisis Pengajuan Soal Materi Penyajian Data pada Siswa Kelas V. Jurnal Education And …, 8(3), 879–883. http://journal.ipts.ac.id/index.php/ED/article/view/2027%0Ahttps://journal.ipts.ac.id/index.php/ED/article/download/2027/1066
Ticha, M. & Hospesova, A. (2010). Problem Posing And Development Of Pedagogical Content Knowledge In Pre-Service Teacher Training. Proceedings of CERME 6 January 28th -February 1 st 2010.
Witkin, H.A. (1973). The Role of Cognitive Style in Academic Performance and in Teacher-Student Relations. Research Bulletin. 1973, 73-11, Princeton, N. J. Educational Testing Service.
