<![CDATA[This study profiles the mathematical reasoning of vocational high school (SMK) students in the Electrical Power Installation Engineering (TITL) program when solving STEM-based contextual problems, examined through field independent (FI) and field dependent (FD) cognitive styles. An explanatory sequential mixed-methods design was applied to 40 eleventh-grade students. The Group Embedded Figures Test (GEFT) classified cognitive style, while a researcher-developed STEM-based Mathematical Reasoning Test (TKPM), scored against five NCTM indicators, measured reasoning; six subjects (3 FI, 3 FD) were then explored through task-based clinical interviews analysed using Braun and Clarke’s thematic analysis. Results show that 45% of students were FI and 55% FD. All six subjects fell into the Very Low category (mean 18.61 of 100), with 61.1% of indicator cells scoring zero. Reasoning declined steadily from conjecturing and manipulation (1.28 of 4) to drawing conclusions (0.61), justification (0.33), and validity checking (0.22). FI students displayed analytic independence (specific data enumeration, distractor filtering, and metacognitive self-correction) and excelled at open statistical reasoning, whereas FD students were strong in well-practised procedures (two of three perfect scores on matrix addition) but weak in meaning decomposition, scoring zero on justification and validity. Notably, the advantage reversed by task type: FI led on open reasoning, FD on structured procedure. Overall, the FI style more strongly supported STEM reasoning, though not uniformly. The findings offer an empirical basis for cognitively responsive mathematics instruction and underscore that reasoning errors (correct procedure but wrong conclusion) pose real workplace-safety risks in electrical work]]>
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