Analyzing Students’ Errors in Solving Trigonometric Problems Using Newman’s Procedure Based on Students’ Cognitive Style

Abstract

Tujuan penelitian ini untuk mengetahui kesalahan yang dilakukan siswa yang memiliki gaya kognitif field dependent  dan field Independent  dalam menyelesaikan soal trigonometri berdasarkan prosedur Newman. Pendekatan yang digunakan adalah pendekatan kualitatif dengan jenis penelitian deskriptif. Pengumpulan data menggunakan tes GEFT (group embedded figure test), tes trigonometri, dan wawancara. Subjek  penelitian ditentukan dengan purposive sampling dan dipertimbangkan berdasarkan beberapa kriteria, yaitu; (1) siswa berada pada kategori gaya kognitif field dependent  atau field Independent , (2) siswa memiliki kemampuan komunikasi yang baik (berdasarkan informasi dari guru dan pengamatan dilapangan). Teknik analisis data dilakukan dengan tiga tahapan yaitu reduksi data, penyajian data, dan pembuktian serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kesalahan siswa tertinggi pada kesalahan penarikan kesimpulan untuk siswa dengan jenis gaya kognitif yang berbeda. Berbeda dengan siswa dengan gaya kognitif field dependent , siswa dengan gaya kognitif field Independent  tidak ada yang melakukan kesalahan membaca, sedangkan salah satu siswa dengan gaya kognitif field dependent  masih ada yang melakukan kesalahan membaca. Penyebab kesalahan-kesalahan tersebut pada umumnya yaitu kebiasaan tidak menuliskan penyelesaian soal sesuai konteks yang diminta soal, kurang teliti, kurang memahami situasi masalah, dan kurang berlatih soal-soal terutama soal bentuk cerita.

The purpose of this study was to find out the errors made by students with field dependent and field independent cognitive styles in solving trigonometry problems based on Newman procedure. This descriptive study used a qualitative approach. The data collection techniques involved the GEFT test (group embedded figure test), trigonometry tests, and interviews. The participants were determined by purposive sampling and considered based on several criteria, namely; (1) students were categorized into field defender or field independent cognitive style, (2) students demonstrated good communication skills (based on the information from the teacher and field observations). The data analysis technique was carried out in three stages, namely data reduction, data presentation, and verification and drawing conclusions. The results showed that the students' errors were the highest in drawing conclusions for students with different types of cognitive styles. In contrast to the students with the field defender cognitive style, the students with the field independent cognitive style did not make any reading errors, while one of the students with the field dependent cognitive style still made reading errors. The reasons of these errors in general were the student’s habit, in which they did not write the solution to the problem being asked, conduct the process thoroughly, understand the problem situation, and do exercises, especially about the form of the story.