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All Journal Journal of Education and Learning (EduLearn) Jurnal Elemen Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Mohammad Dadan Sundawan, Mohammad Dadan
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Humanities Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Library & Information Science Mathematics Physics Social Sciences Other

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Journal : Journal of Education and Learning (EduLearn)

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Pierre Kieren's theory: the folding back process in mathematical problem solving Utami, Rini; Setiyani, Setiyani; Sundawan, Mohammad Dadan; Sumarwati, Sri; Ferdianto, Ferry
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.21708

Abstract

The learning of mathematics generally undergoes a less effective and less appealing learning process, resulting in students’ perceived lack of mastery of the material. Consequently, students’ insufficient understanding of the concepts leads to a lack of folding back. In the process of understanding, it influences individual characteristics, where two characteristics are cognitive styles: field-dependent and field-independent. The researcher aims to understand how the folding back process occurs in students with field-dependent and field-independent cognitive styles when solving story problems. This research is a descriptive qualitative study, with 2 students selected from a total of 28 students in class VII-A as subjects. The selected subjects have high mathematical abilities and are classified into the categories of field-dependent and field-independent cognitive styles. Data collection involves comprehension tests, group embedded figure test (GEFT), and interviews. Data analysis consists of stages such as data reduction, data presentation, and verification. Each subject is interviewed to verify their process of solving the given problems. The results of the research conclude that students with the field-independent cognitive style category have a better understanding of the material, concepts, and problem-solving compared to students in the field-dependent category.
Co-Authors Anisa Oktaviani Anisa, Putri Mutiara Ferry Ferdianto Lilis Marina Angraini Muchamad Subali Noto Pusparani, Nilam Rahmadani, Rhaesa Fadillah RINI UTAMI Saenih, Saenih Setiyani Setiyani Sumarwati, Sri Surya Amami Pramuditya Tri Nopriana, Tri