The Effect Of Collaborative Problem Solving Strategies And Cognitive Style On Students' Problem Solving Abilities

Abstract

The purpose of this research was to identify the effect of collaborative problem solving (CPS) on students' problem-solving abilities with different cognitive styles, including field-dependent (FI) and field-independent (FD). This is a quasi-experimental research with a 2x2 factorial design. The study used 109 students of public junior high school 3 Mesuji, Indonesia, as samples. The data of problem-solving abilities were obtained from essay tests, and cognitive style data were obtained from the Group Embeded Figure Test (GEFT). The data is analyzed using two-way analysis of variance (ANOVA). The results of this study show the following, 1) there is a significant difference in problem-solving abilities between students treated with collaborative problem solving strategies and problem-based learning, 2) there are significant differences on problem-solving abilities between students who have field-dependent and field-independent cognitive styles, 3) there is a significant interaction between different instructional strategies (collaborative problem solving and problem-based learning) and cognitive styles (field-dependent and field-independent) on problem-solving abilities.