PROFIL KESALAHAN KONSTRUKSI KONSEP MATEMATIKA SISWA DALAM MATERI FPB DAN KPK DI KELAS VII SMP DITINJAU DARI GAYA KOGNITIF

This study aims to describe students’ errors in constructing
mathematical concepts when solving problems on GCD and
LCM, viewed from their cognitive styles. This study
employed a descriptive qualitative approach. Two students
were selected as research subjects based on the results of the
Group Embedded Figures Test (GEFT), each representing
the Field Independent (FI) and Field Dependent (FD)
cognitive styles. Data were collected through tasks on GCD
and LCM, followed by interviews. The data were analyzed
using an iterative model, consisting of data condensation,
data display, and conclusion drawing. The research findings
indicate that FD students make a wider variety of errors
compared to FI students. Pseudo Construction was the most
dominant type of error in both subjects, indicating a
discrepancy between students’ conceptual understanding
and their written answers. In addition, FD students showed
incomplete conceptual structures and difficulties in using
analogies, whereas FI students tended to experience more
errors in logical reasoning. Thus, it can be concluded that
differences in cognitive styles influence the types and
complexity of students’ concept construction errors;
therefore, learning strategies that emphasize conceptual
understanding and are adapted to students’ cognitive
characteristics are needed.

Keywords:
Concept Construction Errors,
Cognitive Style,
FI, FD, GCD and LCM