Students Errors of Junior High School in Solving Contextual Problems on Proportion Based on Cognitive Style

Penelitian ini bertujuan untuk mendeskripsikan kesalahan yang dilakukan siswa SMP dengan gaya kognitif field-dependent dan field-independent dalam memecahkan masalah kontekstual pada materi perbandingan beserta faktor penyebabnya. Jenis penelitian yang digunakan adalah penelitian deskriptif kualitatif. Subjek dalam penelitian ini adalah 1 siswa bergaya kognitif field-dependent (FD) dengan kesalahan terbanyak dan 1 siswa bergaya kognitif field-independent (FI) dengan kesalahan terbanyak. Kedua subjek berjenis kelamin sama. Data dikumpulkan menggunakan teknik tes dan wawancara. Adapun instrumen yang digunakan adalah tes GEFT, tes diagnostik, dan pedoman wawancara. Data diolah menggunakan teknik Miles dan Huberman yang meliputi 3 tahap yaitu reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi.

Berdasarkan hasil penelitian, dapat disimpulkan bahwa: (1) kesalahan yang dilakukan siswa dengan gaya kognitif FD yaitu kesalahan memahami masalah, menyusun rencana, melaksanakan rencana, dan memeriksa kembali; (2) kesalahan yang dilakukan siswa dengan gaya kognitif FI yaitu kesalahan menyusun rencana, melaksanakan rencana, dan memeriksa kembali; (3) Faktor penyebab siswa dengan gaya kognitif FD melakukan kesalahan cenderung diakibatkan kesulitan memahami masalah, kurangnya pemahaman konsep, dan kurangnya keterampilan menghitung; (4) Faktor penyebab siswa dengan gaya kognitif FI melakukan kesalahan cenderung diakibatkan karena kurangnya ketelitian siswa ketika menyelesaikan masalah.

This study aims to describe errors conducted by junior high school students with field-dependent and field-independent cognitive styles in solving contextual problems in proportion and its causal factors. The type of research used is descriptive qualitative research. The subjects in this study were 1 student of the field-dependent cognitive style (FD) with the most errors and 1 student of the field-independent cognitive style (FI) with the most errors. The two subjects are of the same gender. Data was collected using test and interview techniques. The instruments used were the GEFT test, diagnostic tests, and interview guidelines. Data is processed using the Miles and Huberman technique which includes 3 stages, namely data reduction, data presentation, and conclusion and verification.

Based on the results of the study, it can be concluded that: (1) the errors made by students with FD cognitive style included errors in understanding the problem, devising a plan, carrying out the plan, and looking back; (2) the errors made by students with FI cognitive style included devising a plan, carrying out plans, and checking again; (3) Factors that cause students with the FD cognitive style to make errors tend to be caused by difficulties in understanding problems, lack of understanding of concepts, and lack of calculating skills; (4) Factors that cause students with the FI cognitive style to make errors tend to result from a lack of thoroughness in students when solving problems.