Article
Mathematical Communication Ability of Junior High School Students Based on Polya's Stages Viewed from Cognitive Styles
Jurnal Amal Pendidikan, Vol. 7 No. 1 (2026), hlm. 79–90
Abstrak
It is important for teachers to know the mathematical communication skills that students have in the stages of polya procedures which are reviewed from cognitive styles. The purpose of this study is to describe the mathematical communication skills in the polya stage and the cognitive style of grade VII students of SMP Negeri 9 Kendari in solving mathematics problems, which are analyzed based on the categories of Field Independent and Field Dependent cognitive styles. This study applies a quantitative method with descriptive analysis. A total population of 409 students using the proportional random method was obtained from a sample of 66 students. Data were taken through mathematical communication skills tests as well as students' cognitive style tests. Quantitative descriptive data analysis was used to assess students' mathematical communication skills in the polya stage with students' cognitive styles. The results showed that 53.03% of students had a Field dependent cognitive style and 46.96% of students had a Field Independent cognitive style. The findings of the study show that the communication ability indicators were identified differently at each stage of polya problem-solving. The stage of understanding the problem is written text and drawing, the stage of planning is written text, the stage of implementing the problem-solving plan is mathematical expression, and the stage of checking back is written text. The best mathematical communication skills in both groups of students were found in the wrriten text indicator at the problem-solving planning stage, while the lowest was found at the re-checking stage.