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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) · pp. 159–164

ISSN
2502-4507, 2252-6455
Published
2022-12-30
Publisher
Universitas Negeri Semarang
Language
eng
License
creativecommons.org/licenses/by-nc-sa/4.0

Abstract

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.

Collaboration network of the authors

40 authors · 245 co-authorship links · 13 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.

  • State University of Semarang
  • Universitas Airlangga
  • Yogyakarta State University
  • Universitas Nahdlatul Ulama Blitar
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Wardono WardonoAffiliation unknown20
Rochmad RochmadAffiliation unknown10
Scolastika MarianiState University of Semarang10
Iwan JunaediState University of Semarang10
Mulyono MulyonoAffiliation unknown8
Tri Sri Noor AsihAffiliation unknown6
Isti HidayahAffiliation unknown6
Supriyadi SupriyadiAffiliation unknown5
Isnarto IsnartoAffiliation unknown5
Zaenuri ZaenuriState University of Semarang5
Walid WalidState University of Semarang5
Kristina WijayantiAffiliation unknown4
Endang SusilaningsihState University of Semarang4
Muhammad KhumaediAffiliation unknown4
Ani RusilowatiState University of Semarang4
Dwijanto DwijantoAffiliation unknown4
Zaenuri MasturAffiliation unknown4
Budi WaluyaAffiliation unknown4
Amin SuyitnoAffiliation unknown4
Sugiyo SugiyoAffiliation unknown3
Arief AgoestantoAffiliation unknown3
Ami AriyaniAffiliation unknown3
Emi PujiastutiState University of Semarang3
Sugiman SugimanAffiliation unknown3
St. Budi WaluyaAffiliation unknown3
Mohammad AsikinAffiliation unknown3
Rahayu Budhiati VeronicaAffiliation unknown2
Samsudi SamsudiAffiliation unknown2
Wahyu HardyantoAffiliation unknown2
Saiful RidloState University of Semarang2
Sugianto SugiantoUniversitas Nahdlatul Ulama Blitar2
Mashuri MashuriAffiliation unknown2
Muhammad KharisAffiliation unknown2
Suhito SuhitoAffiliation unknown2
Wahyu LestariYogyakarta State University2
Sulhadi SulhadiAffiliation unknown2
YL SukestiyarnoAffiliation unknown2

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) https://journal.unnes.ac.id/sju/index.php/ujmer/oai, first harvested 6 Nov 2026, last seen 6 Nov 2026.
Original metadata (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>
</oai_dc:dc>