Abstract:

The purpose of this research was to identify the effect of collaborative problem solving (CPS) on students' problem-solving abilities with different cognitive styles, including field-dependent (FI) and field-independent (FD). This is a quasi-experimental research with a 2x2 factorial design. The study used 109 students of public junior high school 3 Mesuji, Indonesia, as samples. The data of problem-solving abilities were obtained from essay tests, and cognitive style data were obtained from the Group Embeded Figure Test (GEFT). The data is analyzed using two-way analysis of variance (ANOVA). The results of this study show the following, 1) there is a significant difference in problem-solving abilities between students treated with collaborative problem solving strategies and problem-based learning, 2) there are significant differences on problem-solving abilities between students who have field-dependent and field-independent cognitive styles, 3) there is a significant interaction between different instructional strategies (collaborative problem solving and problem-based learning) and cognitive styles (field-dependent and field-independent) on problem-solving abilities.

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