Cognitive Style in Computer-Assisted Problem Solving Learning Strategies

The cognitive style has two poles that show no superiority between the two poles, each pole tends to have a positive value in a particular field and the other tends to have a negative value. This study aims at determining the effect of cognitive style of students consisting of field-independent and field-dependent on the application of problem solving learning strategies computer-assisted in elementary school mathematics learning. This research used experimental method with experiment class of 30 students who have a field-independent cognitive style and control class of 30 students who have a fielddependent cognitive style, and data were analyzed by independent t test. The implementation of problem solving learning strategy in elementary school mathematics learning improves learning outcomes, but the most optimal improvement of learning outcomes is shown in groups of students who have independent cognitive styles, since problem-solving strategies focus on problem solvers that can stimulate students to build their own knowledge through learning processes that requires them to analyze, manage the problem to produce a solution, which is in accordance with the character of students with independent cognitive style. Keywords—cognitive style; computer-assisted problem solving; field-independent cognitive style; field-dependent cognitive style