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Construction of Reflective Thinking: A Field Independent Student in Numerical Problems

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Title: Construction of Reflective Thinking: A Field Independent Student in Numerical Problems
Language: English
Authors: Setiyani (ORCID 0000-0002-6680-789X), Stevanus Budi Waluya (ORCID 0000-0002-8834-1138), Yohanes Leonardus Sukestiyarno (ORCID 0000-0003-2377-5872), Adi Nur Cahyono (ORCID 0000-0002-9469-524X)
Source: Journal on Mathematics Education. 2024 15(1):151-172.
Availability: Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Reflection, Problem Solving, Grade 8, Junior High School Students, Numeracy, Mathematics Achievement, Mathematics Tests, Cognitive Style, Middle School Mathematics
Assessment and Survey Identifiers: Group Embedded Figures Test
DOI: 10.22342/jme.v15i1.pp151-172
ISSN: 2087-8885
2407-0610
Abstract: In educational settings, reflective thinking is often overlooked, with an excessive emphasis on final answers, resulting in students needing more ability to evaluate and reconstruct their problem-solving processes. The ability for reflective thinking is required by students in solving problems, including numerical problems. This study uses a qualitative approach to focus on field-independent students' numerical problem-solving processes. The data collection technique begins by administering the Group Embedded Figures Test (GEFT), a valid and reliable numeracy problem instrument, and conducting in-depth interviews. Two students with similar initial mathematical abilities and field-independent cognitive styles were selected as research subjects. Findings reveal that these students face challenges such as lengthy problem descriptions and a lack of confidence but gradually develop strategies, emphasizing repeated problem analysis, concept interconnections, and error awareness. Researcher-provided scaffolding facilitates critical reflection, enabling the construction of new ideas. These results have practical implications for teachers, suggesting the need to design lessons that cater to diverse cognitive styles, providing more complex problems to field-independent students to enhance their problem-solving skills.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1413534
Database: ERIC
FullText Text:
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  Data: Construction of Reflective Thinking: A Field Independent Student in Numerical Problems
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  Data: <searchLink fieldCode="AR" term="%22Setiyani%22">Setiyani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6680-789X">0000-0002-6680-789X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stevanus+Budi+Waluya%22">Stevanus Budi Waluya</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8834-1138">0000-0002-8834-1138</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yohanes+Leonardus+Sukestiyarno%22">Yohanes Leonardus Sukestiyarno</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2377-5872">0000-0003-2377-5872</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adi+Nur+Cahyono%22">Adi Nur Cahyono</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9469-524X">0000-0002-9469-524X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+on+Mathematics+Education%22"><i>Journal on Mathematics Education</i></searchLink>. 2024 15(1):151-172.
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  Data: Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
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  Data: 10.22342/jme.v15i1.pp151-172
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  Data: In educational settings, reflective thinking is often overlooked, with an excessive emphasis on final answers, resulting in students needing more ability to evaluate and reconstruct their problem-solving processes. The ability for reflective thinking is required by students in solving problems, including numerical problems. This study uses a qualitative approach to focus on field-independent students' numerical problem-solving processes. The data collection technique begins by administering the Group Embedded Figures Test (GEFT), a valid and reliable numeracy problem instrument, and conducting in-depth interviews. Two students with similar initial mathematical abilities and field-independent cognitive styles were selected as research subjects. Findings reveal that these students face challenges such as lengthy problem descriptions and a lack of confidence but gradually develop strategies, emphasizing repeated problem analysis, concept interconnections, and error awareness. Researcher-provided scaffolding facilitates critical reflection, enabling the construction of new ideas. These results have practical implications for teachers, suggesting the need to design lessons that cater to diverse cognitive styles, providing more complex problems to field-independent students to enhance their problem-solving skills.
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        Value: 10.22342/jme.v15i1.pp151-172
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      – Text: English
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        PageCount: 22
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      – SubjectFull: Problem Solving
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      – SubjectFull: Grade 8
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      – SubjectFull: Junior High School Students
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      – SubjectFull: Numeracy
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Mathematics Tests
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      – SubjectFull: Cognitive Style
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      – SubjectFull: Middle School Mathematics
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      – SubjectFull: Group Embedded Figures Test
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      – TitleFull: Construction of Reflective Thinking: A Field Independent Student in Numerical Problems
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