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Mathematical communication skills based on cognitive styles and gender

International Journal of Evaluation and Research in Education (IJERE) · Vol. 9 No. 4 (2020) · pp. 847–856

DOI
10.11591/ijere.v9i4.20497
ISSN
2620-5440, 2252-8822
Published
2020-12-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

This research aimed to determine the differences of mathematical communication skills based on cognitive styles and gender. This research was a mixed-method with sequential explanatory design. The population was grade XI students at Senior High School in Jambi City consisting of 53 male and 72 female students. The study used a total sampling. The key informant consisted of four field independent and four field dependent. The instruments were used cognitive style test, mathematical communication test, and interviews. The differences of mathematical communication skills were analyzed using Mann-Whitney U-Test. Qualitative data were analyze descriptively using Miles and Huberman model. The results of this study showed that there was a significant difference of Field Independent (FI) and Field Dependent (FD) students in mathematical communication skills. FI can explain the information on the question well, using the mathematical model appropriately, explaining the problem-solving strategy very clear and structured, and being able to evaluate clearly and accurately. FD able to describing the information on the matter, but less complete, using the mathematical model appropriately, explaining the problem-solving strategy, but less complete, and being able to evaluate it quite clearly. The mathematical communication skills of male and female students were not significant differences. Male students are able to explain the strategy and the steps of solving the problem quite clearly, but less structured. Female students are able to explain the strategy and steps to resolve the problem clearly and structured.

Keywords

Collaboration network of the authors

40 authors · 104 co-authorship links · 2 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Jambi
  • The University of Adelaide
  • Padjadjaran University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Jefri MarzalAffiliation unknown4
Rohati RohatiUniversitas Jambi3
Asrial AsrialUniversitas Jambi3
Bambang HariyadiAffiliation unknown3
Syamsurizal SyamsurizalAffiliation unknown3
Rayandra AsyharAffiliation unknown3
Wawan KurniawanThe University of Adelaide3
Jufrida JufridaAffiliation unknown3
Sofnidar -Affiliation unknown2
Rina Kusuma DewiAffiliation unknown2
Yelli RamalisaUniversitas Jambi2
Muhammad RusdiAffiliation unknown2
Syaiful SyaifulAffiliation unknown2
Jefri MarzalUniversitas Jambi1
Riza MaiyusrianiUniversitas Jambi1
Fadlilah FadlilahAffiliation unknown1
Edi RozalAffiliation unknown1
Azkya Milfa LaensadiAffiliation unknown1
Agung LaksonoAffiliation unknown1
Tedjo SukmonoAffiliation unknown1
Asni JohariAffiliation unknown1
Humairah FarsaAffiliation unknown1
Agung FebriantoAffiliation unknown1
KamidAffiliation unknown1
Saharudin SaharudinAffiliation unknown1
Ratu Ilma Indra PutriAffiliation unknown1
Ainun MardiaAffiliation unknown1
Zulkardi ZulkardiAffiliation unknown1
Sofnidar SofnidarUniversitas Jambi1
Dewi IrianiAffiliation unknown1
Maison MaisonAffiliation unknown1
Novferma NovfermaAffiliation unknown1
Sri WinarniPadjadjaran University1
Aty MulyaniAffiliation unknown1
Damris MuhamadAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Mathematical communication skills based on cognitive styles and gender</dc:title>
	<dc:creator>Kamid, Kamid</dc:creator>
	<dc:creator>Rusdi, M.</dc:creator>
	<dc:creator>Fitaloka, Olva</dc:creator>
	<dc:creator>Basuki, Fibrika Rahmat</dc:creator>
	<dc:creator>Anwar, Khairul</dc:creator>
	<dc:subject xml:lang="en-US">Cognitive style; Gender; Mathematical communication</dc:subject>
	<dc:description xml:lang="en-US">This research aimed to determine the differences of mathematical communication skills based on cognitive styles and gender. This research was a mixed-method with sequential explanatory design. The population was grade XI students at Senior High School in Jambi City consisting of 53 male and 72 female students. The study used a total sampling. The key informant consisted of four field independent and four field dependent. The instruments were used cognitive style test, mathematical communication test, and interviews. The differences of mathematical communication skills were analyzed using Mann-Whitney U-Test. Qualitative data were analyze descriptively using Miles and Huberman model. The results of this study showed that there was a significant difference of Field Independent (FI) and Field Dependent (FD) students in mathematical communication skills. FI can explain the information on the question well, using the mathematical model appropriately, explaining the problem-solving strategy very clear and structured, and being able to evaluate clearly and accurately. FD able to describing the information on the matter, but less complete, using the mathematical model appropriately, explaining the problem-solving strategy, but less complete, and being able to evaluate it quite clearly. The mathematical communication skills of male and female students were not significant differences. Male students are able to explain the strategy and the steps of solving the problem quite clearly, but less structured. Female students are able to explain the strategy and steps to resolve the problem clearly and structured.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2020-12-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/20497</dc:identifier>
	<dc:identifier>10.11591/ijere.v9i4.20497</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 9, No 4: December 2020; 847-856</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v9i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/20497/13047</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2020 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>