Problem-solving skills of prospective physics teachers based on their cognitive style dimension through collaborative learning on electricity and magnetism topic Rahmawati Rahmawati (a*), Nuryani Y Rustaman (b), Ida Hamidah (b), Dadi Rusdiana (b)
a) Program Studi Pendidikan Fisika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar, Jl. Sultan Alauddin No. 259, Makassar 90222, Indonesia
*rahmawatisyam[at]unsimuh.ac.id
b) Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
Problem-solving skills are one of the seven important thinking skills in 21st-century life which need to be supplied to prospective physics teachers. This study aims to explore problem solving skills of prospective physics teachers based on the difference in dimensional cognitive style who they have on electricity and magnetism topic through collaborative learning with an IDEAL model problem-solving strategy. The research method used is pre-experimental with pre-test and post-test design. The samples in this study were 30 students of prospective physics teachers at the university in Makassar in the first year of 2018/2019 academic years. Prospective physics teachers, problem-solving skills are measured by the Context Rich Problem (CRP) test of description related to electricity and magnetism topic. Knowing the dimensions of student^s cognitive style, then Group Embedded Figure Test (GEFT) standardized test is used. Based on the N-Gain normality analysis, the results showed that problem-solving skill of prospective physics teachers with dimension of Field Independence (FI) cognitive style are superior (n-gain = 74% with high category) than students with dimensional cognitive style Field Dependence (FD) (n-gain = 43% with medium category). The results of a different test of Mann Whitney showed that the student problem solving skills of FI and FD differed significantly (p = 0,004).
