Posing Arithmetic Problems for Junior High School Students with Different Cognitive Styles

Aminatul Lailiyah, Agung Lukito, Siti Khabibah


This study aims to describe the process of posing arithmetic problems for junior high school students with different cognitive styles. The posed problems were assessed based on four processes of posing problems: editing, selecting, comprehending, and translating. Free-type problem posing was used in this study. This study is descriptive research with a qualitative approach. Subject selection was conducted by providing TKM, GEFT, and BSRI. Data collection was conducted through written task and task-based interviews. The subject was two junior high school students. One has Field Dependent (FD) cognitive style, and the other is Field Independent (FI), measured by GEFT. Furthermore, the data were analyzed based on the four processes of posing problems. The results showed that posing arithmetic problems for FI students fulfilled all four processes of posing problems, and posing arithmetic problems for FD students fulfilled three processes for posing problems. In general, the problems raised by the two subjects were problems the subject had encountered or experienced. FD students can pose more problems than FI students.


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Aminatul Lailiyah
aminatullailiyah1@gmail.com (Primary Contact)
Agung Lukito
Siti Khabibah
Author Biographies

Agung Lukito, Universitas Negeri Surabaya

Pascasarjana Pendidikan Matematika, Universitas Negeri Surabaya

Siti Khabibah, Universitas Negeri Surabaya

Pascasarjana Pendidikan Matematika, Universitas Negeri Surabaya

Aminatul Lailiyah, Agung Lukito, & Siti Khabibah. (2023). Posing Arithmetic Problems for Junior High School Students with Different Cognitive Styles. Pi: Mathematics Education Journal, 6(1), 56–66. https://doi.org/10.21067/pmej.v6i1.8395

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