Algebraic Thinking in Solving Linier Program at High School Level: Female Student's Field Independent Cognitive Style

Abstract

The aim of this study was to describe algebraic thinking of high school female student's field independent cognitive style in solving linier program problem by revealing deeply the female students' responses. Subjects in this study were 7 female students having field independent cognitive style in class 11. The type of this research was descriptive qualitative. The method of data collection used was observation, documentation, and interview. Data analysis technique was by reduction, presentation, and conclusion. The results of this study showed that the female students with field independent cognitive style in solving the linier program problem had the ability to represent algebraic ideas from the narrative question that had been read by manipulating symbols and variables presented in tabular form, creating and building mathematical models in two variables linear inequality system which represented algebraic ideas, and interpreting the solutions as variables obtained from the point of intersection in the solution area to obtain maximum benefit.