Relationships Between Cognitive Styles and Indigenous Students’ Mathematics Academic Outcomes

Authors

DOI:

https://doi.org/10.56059/jl4d.v9i3.684

Keywords:

Indigenous students; Cognitive styles; Mathematics academic outcomes; Mathematics learning achievement.

Abstract

This article explores the link between cognitive styles and Indigenous students’ mathematics academic outcomes. There were three different groups of Indigenous West Papuan students participating in this study: 9 junior high school students, 12 senior high school students, and 46 university students. Data were collected from the results of the group embedded figure test and the previous semester's scores and analysed using a quantitative approach. In contrast to previous studies, the results indicated no significant correlation between cognitive styles and mathematics academic outcomes for junior and senior high school students. However, the different cognitive styles showed a significant contribution for university students. As Indigenous students pursue a higher level of education, their cognitive styles would influence their mathematics academic outcomes.

Author Biographies

  • Riska Suliantin, Muhammadiah Junior High School, Merauke

    Riska Sulantin is a mathematics teacher at Muhammadiah Junior High School, Merauke, Papua. Born and raised in the remote area of West Papua, Riska has an interest in educating children living in rural areas. In addition to her career as a teacher, she is also actively involved in community activities. Email: rsuliantin@gmail.com

  • Hariani Fitrianti , Musamus University, Papua

    Hariani Fitrianti is a lecturer at Musamus University, Papua. Her research interests aim to explore students’ mathematical learning and statistical analysis in educational research. Email: harianifitrianti@unmus.ac.id

     

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Published

2022-11-21

Issue

Vol. 9 No. 3 (2022): ISSUE 3

Section

Research Articles

License

Copyright (c) 2022 Murni Sianturi, Riska Suliantin, Hariani Fitrianti

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How to Cite

Sianturi, M., Suliantin, R., & Fitrianti , H. (2022). Relationships Between Cognitive Styles and Indigenous Students’ Mathematics Academic Outcomes. Journal of Learning for Development, 9(3), 528-544. https://doi.org/10.56059/jl4d.v9i3.684