STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITY THROUGH THE CORE–RME MODEL VIEWED FROM FIELD DEPENDENT AND FIELD INDEPENDENT COGNITIVE STYLES

Abstract

This study aims to improve students' mathematical problem-solving skills in Three Variable Linear Equation Systems (TVLES) through the application of the CORE–RME (Connecting, Organizing, Reflecting, Extending) learning model in terms of Field Independent (FI) and Field Dependent (FD) cognitive styles. The research used a Classroom Action Research (CAR) approach conducted in two cycles on students of class X-A at a private high school in Malang Regency. Data were collected through mathematical problem-solving ability tests, observations, interviews, and the Group Embedded Figures Test (GEFT), then analyzed descriptively, qualitatively, and quantitatively. The results showed that the application of the CORE–RME model was able to improve students' mathematical problem-solving skills, as indicated by an increase in mastery from 73.5% in cycle I to 81.4% in cycle II. Student activity and learning implementation also increased at each stage of CORE–RME. In terms of cognitive style, FI students were more independent in developing solution strategies, while FD students experienced improvement through scaffolding and collaborative interaction. These findings indicate that the CORE–RME learning model can support the improvement of students’ mathematical problem-solving skills in SPLTV by accommodating differences in cognitive styles.