Analisis Kemampuan Berpikir Visual Peserta Didik Ditinjau dari Gaya Kognitif Field Independent dan Field Dependent

Abstract

Visual thinking skills are crucial for success in mathematics, especially in geometry, as they facilitate the understanding, interpretation, and representation of mathematical ideas in visual forms. However, many Indonesian students still face significant challenges in visualizing and solving contextual geometry problems, often due to a predominant reliance on memorization rather than conceptual understanding. One potential factor influencing these skills is cognitive style, specifically the distinction between field independent and field dependent learners. This study aims to describe the visual thinking abilities of junior high school students in quadrilateral topics by considering their cognitive styles. Employing a qualitative exploratory approach, data were collected from eighth-grade students at SMP Negeri 6 Tasikmalaya through a visual thinking test, a group embedded figures test to determine cognitive style, and in-depth interviews. The analysis focused on four indicators of visual thinking: looking, seeing, imagining, and showing and telling. The findings reveal that both field independent and field dependent students were able to fulfill all four indicators; however, notable differences emerged in their approaches and outcomes. Field independent students demonstrated a more analytical, independent, and detailed approach to problem solving and visual representation, whereas field dependent students tended to process information globally, relied more on external guidance, and produced less detailed visualizations. These results highlight the importance of aligning mathematics instruction with students’ cognitive styles to optimize visual thinking skills and problem-solving performance. The study provides valuable insights for educators to develop adaptive learning strategies that accommodate diverse cognitive characteristics.