Collaborative Problem-Solving Strategies and Cognitive Style: The Impact and Interaction on Students' Mathematical Reasoning Abilities

Abstract

This study aims at identifying the effect of collaborative problem solving (CPS) learning strategies on students' mathematical reasoning abilities with different cognitive styles, namely field-dependent (FD) and field-independent (FD). This study is a quasi-experimental study with a 2x2 factorial design. A total of 103 students of SMPN 3 Mesuji, Indonesia as research subjects. Mathematical reasoning ability data were obtained from essay tests and cognitive style data were obtained from the GEFT test. Data analysis used two-way analysis of variance (ANOVA) test. The results of this study are: 1) there were significant differences in mathematical reasoning abilities between students who received collaborative problem solving and direct instruction learning strategies, 2) there were significant differences in mathematical reasoning abilities between students who had field dependent and field independent cognitive styles, 3) there was no significant interaction between different learning strategies (collaborative problem solving and direct instruction) and cognitive styles (field dependent and field independent) on mathematical reasoning abilities.