SavedAdd your journal

Journals / Journal for the Education of Gifted Young Scientists / 2020 / Cilt: 8 - Sayı: 4

The Effect Of Collaborative Problem Solving Strategies And Cognitive Style On Students' Problem Solving Abilities

Agus SETİAWAN
İ DEGENG
Cholis SA'DIJAH
Henry PRAHERDHİONO
Pages
1618–1630
Publication Date
2020-12-15
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results of this study show the following, 1) there is a significant difference in problem-solving abilities between students treated with collaborative problem solving strategies and problem-based learning, 2) there are significant differences on problem-solving abilities between students who have field-dependent and field-independent cognitive styles, 3) there is a significant interaction between different instructional strategies (collaborative problem solving and problem-based learning) and cognitive styles (field-dependent and field-independent) on problem-solving abilities.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this research was to identify the effect of collaborative problem solving (CPS) on students' problem-solving abilities with different cognitive styles, including field-dependent (FI) and field-independent (FD).
📊
Key Findings & Data:This is a quasi-experimental research with a 2x2 factorial design.
💡
Conclusion & Impact:The results of this study show the following, 1) there is a significant difference in problem-solving abilities between students treated with collaborative problem solving strategies and problem-based learning, 2) there are significant differences on problem-solving abilities between students who have field-dependent and field-independent cognitive styles, 3) there is a significant interaction between different instructional strategies (collaborative problem solving and problem-based learning) and cognitive styles (field-dependent and field-independent) on problem-solving abilities.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:problem-solving abilities · collaborative problem solving · cognitive style

Abstract

The purpose of this research was to identify the effect of collaborative problem solving (CPS) on students' problem-solving abilities with different cognitive styles, including field-dependent (FI) and field-independent (FD). This is a quasi-experimental research with a 2x2 factorial design. The study used 109 students of public junior high school 3 Mesuji, Indonesia, as samples. The data of problem-solving abilities were obtained from essay tests, and cognitive style data were obtained from the Group Embeded Figure Test (GEFT). The data is analyzed using two-way analysis of variance (ANOVA). The results of this study show the following, 1) there is a significant difference in problem-solving abilities between students treated with collaborative problem solving strategies and problem-based learning, 2) there are significant differences on problem-solving abilities between students who have field-dependent and field-independent cognitive styles, 3) there is a significant interaction between different instructional strategies (collaborative problem solving and problem-based learning) and cognitive styles (field-dependent and field-independent) on problem-solving abilities.

🔖

Cite This Article

SETİAWAN, A., DEGENG, İ., SA'DIJAH, C., PRAHERDHİONO, H. (2020). The Effect Of Collaborative Problem Solving Strategies And Cognitive Style On Students' Problem Solving Abilities. Journal for the Education of Gifted Young Scientists, Cilt: 8 - Sayı: 4, 1618–1630. https://ajindex.com/articles/262448

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Agboghoroma, T. E. (2009). Interaction Effects of Instructional Mode and School Setting on Students’ Knowledge of Integrated Science. International Journal of Scientific Research in Education, 2(2), 67–75. Retrieved from http://www.ijsre.com
  2. Alismail, H. A., & McGuire, P. (2015). 21 st Century Standards and Curriculum: Current Research and Practice. Journal of Education and Practice, 6(6), 150–155.
  3. Allinson, C. W., & Hayes, J. (1996). The Cognitive Style Index: A Measure Of Intuitionanalysis For Organizational Research. Journal of Managmt Studies, 33(1), 119–135.
  4. Anderson, J. (2009). Mathematics Curriculum Development and the Role of Problem Solving. In Australian Curriculum Studies Association Conference. Retrieved from https://www.acsa.edu.au/
  5. Armstrong, S. J., Cools, E., & Sadler-smith, E. (2011). Role of Cognitive Styles in Business and Management: Reviewing 40 Years of Research. International Journal of Management Reviews. https://doi.org/10.1111/j.1468-2370.2011.00315.x
  6. Bendall, R. C. A., Galpin, A., Marrow, L. P., & Cassidy, S. (2016). Cognitive style: time to experiment Cognitive Style: Time to Experiment. Frontiers In Psychology, 7, 1–4. https://doi.org/10.3389/fpsyg.2016.01786
  7. Bloom, B. S. (1982). Human characteristics and school learning. New York: McGraw-Hill Book Company. Budiyono. (2011). Penilaian Hasil Belajar. Surakarta: UNS Press.
  8. Davis, G. A. (2006). Learning style and personality type preferences of community development extension educators. Journal of Agricultural Education, 47(1), 90–99.
  9. Degeng, I. N. S. (2013). Ilmu pembelajaran, klasifikasi variabel untuk pengembangan teori dan penelitian. Bandung: Kalam Hidup Aras Media. Dembo, N. H. (1981). Teaching of Learning: Applying educational psychology inthe classroom. California: Gooh Year Pub. Company. Inc. Fawcett, L. M., & Garton, A. F. (2005). The effect of peer collaboration on children ’ s problem-solving ability. British Journal of Educational Psychology, 75, 157–169. https://doi.org/10.1348/000709904X23411
  10. Garton, B., Dyer, J. E., & King, B. O. (2000). The Use Of Learning Styles And Admission Criteria In Predicting Academic Performance And Retention Of College Freshmen. Journal of Agricultural Education, 41(2), 46–53. https://doi.org/10.5032/jae.2000.02046
  11. Harding, S. E., Griffin, P. E., Awwal, N., & Scoular, C. (2017). Measuring Collaborative Problem Solving Using Mathematics-Based Tasks. AERA Open, 3(3), 1–19. https://doi.org/10.1177/2332858417728046
  12. Harris, D. (2008). A compar