Analysis Epistemological Obstacle Students in Completing Mathematical Stories Based on Cognitive Styles

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Rizki Dwi Siswanto

Abstract

This study aims to determine the causes and describe the epistemological obstacle in elementary school students in solving mathematical fraction count operations based on their cognitive style. The method used in this research is descriptive qualitative. The epistemological obstacle analyzed in this study are misconceptions and procedural errors, and while the cognitive styles categorized in this study are field-dependent and field-independent. The data in this study used tests and interviews. Group Embedded Figures Test (GEFT) is used to determine cognitive style students' category, which will later be categorized into field-independent and field-dependent. Meanwhile, the mathematics story question test about the fraction count operation material will later be analyzed for its epistemological obstacle. Interviews were conducted to gather information from research subjects about the epistemological obstacle that occurred in students in solving math story problems based on cognitive styles. The research results revealed that students with independent and dependent fields still often make misconceptions, procedural errors, and technical errors in solving math problem material on fraction calculation operations.

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References

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