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Problem Solving Skills in Challenge-based Learning with Tutor Feedback Based on Cognitive Style

Unnes Journal of Mathematics Education Research · Vol. 11 No. 2 (2022) · hlm. 159–164

ISSN
2502-4507, 2252-6455
Terbit
2022-12-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

This study aims to identify the problem-solving skills in challenge-based learning by utilizing tutor feedback from students in terms of cognitive style. The research subjects were grade 10 students of Pekalongan Islamic High School in the 2021/2022 academic year. A qualitative method was employed in this study, while data collection techniques utilized a mathematical resilience questionnaire and interviews to determine students' mathematical reasoning skills. The results showed that 1) field-independent subjects' problem-solving skills were measurably stronger than those of field-dependent subjects. FI subjects can determine the information asked in the problems and explain them; 2) FD subjects encounter obstacles in applying concept knowledge, implementing various effective strategies to solve problems, and reflecting on the problem-solving process.

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40 penulis · 245 tautan kepenulisan bersama · 13 lintas organisasi · menampilkan 40 yang paling banyak terhubung

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  • State University of Semarang
  • Universitas Airlangga
  • Yogyakarta State University
  • Universitas Nahdlatul Ulama Blitar
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Wardono WardonoAfiliasi tidak diketahui20
Rochmad RochmadAfiliasi tidak diketahui10
Scolastika MarianiState University of Semarang10
Iwan JunaediState University of Semarang10
Mulyono MulyonoAfiliasi tidak diketahui8
Tri Sri Noor AsihAfiliasi tidak diketahui6
Isti HidayahAfiliasi tidak diketahui6
Supriyadi SupriyadiAfiliasi tidak diketahui5
Isnarto IsnartoAfiliasi tidak diketahui5
Zaenuri ZaenuriState University of Semarang5
Walid WalidState University of Semarang5
Kristina WijayantiAfiliasi tidak diketahui4
Endang SusilaningsihState University of Semarang4
Muhammad KhumaediAfiliasi tidak diketahui4
Ani RusilowatiState University of Semarang4
Dwijanto DwijantoAfiliasi tidak diketahui4
Zaenuri MasturAfiliasi tidak diketahui4
Budi WaluyaAfiliasi tidak diketahui4
Amin SuyitnoAfiliasi tidak diketahui4
Sugiyo SugiyoAfiliasi tidak diketahui3
Arief AgoestantoAfiliasi tidak diketahui3
Ami AriyaniAfiliasi tidak diketahui3
Emi PujiastutiState University of Semarang3
Sugiman SugimanAfiliasi tidak diketahui3
St. Budi WaluyaAfiliasi tidak diketahui3
Mohammad AsikinAfiliasi tidak diketahui3
Rahayu Budhiati VeronicaAfiliasi tidak diketahui2
Samsudi SamsudiAfiliasi tidak diketahui2
Wahyu HardyantoAfiliasi tidak diketahui2
Saiful RidloState University of Semarang2
Sugianto SugiantoUniversitas Nahdlatul Ulama Blitar2
Mashuri MashuriAfiliasi tidak diketahui2
Muhammad KharisAfiliasi tidak diketahui2
Suhito SuhitoAfiliasi tidak diketahui2
Wahyu LestariYogyakarta State University2
Sulhadi SulhadiAfiliasi tidak diketahui2
YL SukestiyarnoAfiliasi tidak diketahui2

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujmer/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Problem Solving Skills in Challenge-based Learning with Tutor Feedback Based on Cognitive Style</dc:title>
	<dc:creator>Aminudin, Moh.</dc:creator>
	<dc:creator>Kartono, Kartono</dc:creator>
	<dc:creator>Masrukan, Masrukan</dc:creator>
	<dc:description xml:lang="en-US">This study aims to identify the problem-solving skills in challenge-based learning by utilizing tutor feedback from students in terms of cognitive style. The research subjects were grade 10 students of Pekalongan Islamic High School in the 2021/2022 academic year. A qualitative method was employed in this study, while data collection techniques utilized a mathematical resilience questionnaire and interviews to determine students' mathematical reasoning skills. The results showed that 1) field-independent subjects' problem-solving skills were measurably stronger than those of field-dependent subjects. FI subjects can determine the information asked in the problems and explain them; 2) FD subjects encounter obstacles in applying concept knowledge, implementing various effective strategies to solve problems, and reflecting on the problem-solving process.
&amp;nbsp;</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2022-12-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/ujmer/article/view/65388</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education Research; Vol 11 No 2 (2022): December 2022; 159-164</dc:source>
	<dc:source>2502-4507</dc:source>
	<dc:source>2252-6455</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujmer/article/view/65388/23686</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Unnes Journal of Mathematics Education Research</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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