Open AccessAn analysis of students’ written mathematical communication in learning limits of functions through dependent field and independent field cognitive style at the eleventh grade of SMAN 1 Surakarta
Author(s) -
Suci Hayati,
Ponco Sujatmiko,
Ira Kurniawati
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1465/1/012038
Subject(s) - eleventh , field (mathematics) , cognitive style , mathematics education , cognition , style (visual arts) , mathematical problem , field dependence , psychology , mathematics , computer science , geography , pure mathematics , physics , archaeology , quantum mechanics , neuroscience , magnetic field , acoustics
This paper aims to describe students’ written mathematical communication through a dependent field (DF) and independent field (IF) cognitive style in limits of functions material at the eleventh grade of SMA Negeri 1 Surakarta in the academic year of 2018/2019. Students of XI MIPA 7 and XI MIPA 8 were involved in this study. By using a descriptive qualitative approach, the data were analyzed to observe students’ levels in written mathematical communication. The data were obtained by a written test. The triangulation of time was adopted to validate the data. Meanwhile, analysis techniques derived from Miles and Huberman were applied to analyze the data. The indicators of written mathematical communication were categorized into four indicators. The levels of that were also divided into four levels. The findings indicated that cognitive style affects students’ level in written mathematical communication. The majority of students with DF cognitive styles are in level I or II. Oppositely, those with IF cognitive style, the level of written mathematical communication are varied in each indicator.