Embodied Cognition Profile of Junior High School Students in Solving Math Problems Based On Different Learning Styles
Abstract
The purpose of this study is to describe the embodied cognition profile of junior high school students in solving math problems based on different learning styles (including visual, audio, and kinesthetic learning styles). Embodied cognition is a cognitive process resulting from a person's sensorimotor activities, involving interaction with the surrounding environment to obtain and represent their knowledge, in gesture and utterance. The instruments used include a learning style questionnaire, math problem-solving tasks, interview guidelines, and observation sheets. The results of this study are: (1) students with visual learning styles bring up gestures, namely pointing, representational, and writing gestures, and bring up utterances such as clear speech and tone of voice, calm facial expressions, focused gaze and eye movements, body calmness; (2) students with audio learning styles bring up two gestures, namely pointing gestures and writing gestures, and bring up utterances such as clear speech and tone of voice sometimes soft, calm facial expressions sometimes hesitant, focused gaze and eye movements, hands moving when explaining something; (3) students with kinesthetic learning styles bring up gestures, namely pointing, writing, and representational gestures, and bring up utterances such as clear speech and tone of voice, calm facial expressions, focused gaze and eye movements, hands moving when explaining something.
Keywords: embodied cognition, problem-solving, learning style
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References
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Penner-Wilger, M., & Anderson, M. L. (2013). The relation between finger gnosis and mathematical ability: Why redeployment of neural circuits best explains the finding. Frontiers in Psychology, 4(DEC). https://doi.org/10.3389/fpsyg.2013.00877
Polya, G. (2004). How to Solve it: A New Aspect of Mathematical Method. Prince University Press.
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Radford, L., Edwards, L., & Arzarello, F. (2009). Introduction: Beyond words. In Educational Studies in Mathematics (Vol. 70, Nomor 2). https://doi.org/10.1007/s10649-008-9172-y
Salle, A. (2020). Analyzing Self-Explanations in Mathematics: Gestures and Written Notes Do Matter. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.513758
Sfard, A. (2009). What’s all the fuss about gestures? A commentary. Educational Studies in Mathematics, 70(2). https://doi.org/10.1007/s10649-008-9161-1
Shein, P. P. (2012). Seeing with two eyes: A teacher’s use of gestures in questioning and revoicing to engage english language learners in the repair of mathematical errors. Journal for Research in Mathematics Education, 43(2). https://doi.org/10.5951/jresematheduc.43.2.0182
Stainthorp, R. (2021). How psychology helps us to understand word reading. Education 3-13, 49(1). https://doi.org/10.1080/03004279.2020.1824700
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D. PT Alfabet.
Surahmi, E. (2023). Profil Embodied Cognition Siswa SD dalam Memecahkan Masalah Matematika Berdasarkan Gender. Universitas Negeri Surabaya.
Thobroni, M., & Mustofa, A. (2017). Belajar dan Pembelajaran?: Pengembangan Wacana dan Praktik Pembelajaran dalam Pembangunan Nasional. Interdisciplinary Journal Of Linguistics; University of kashmir , Srinagar,J&K,INDIA ,190006., 10.
Wellsby, M., & Pexman, P. M. (2014). Developing Embodied Cognition: Insights from Children’s Concepts and Language Processing. Frontiers in Psychology, 5(MAY), 1–10. https://doi.org/10.3389/fpsyg.2014.00506
Williams, C. C., Walkington, C., Boncoddo, R., Srisurichan, R., Pier, E., Nathan, M., & Alibali, M. (2012). Invisible Proof?: The Role of Gestures and Action in Proof. North America Chapter of International Group for the Pychology of Mathematic Education.
Wilson, M. (2002). Six views of embodied cognition. In Psychonomic Bulletin and Review (Vol. 9, Nomor 4). https://doi.org/10.3758/BF03196322
Wilson, R. A., & Foglia, L. (2013). Embodied Cognition. Wiley Interdisciplinary Reviews: Vognitive Science, 4.
Alibali, M. W., & Nathan, M. J. (2012). Embodiment in Mathematics Teaching and Learning: Evidence From Learners’ and Teachers’ Gestures. Journal of the Learning Sciences, 21(2), 247–286. https://doi.org/10.1080/10508406.2011.611446
Barrocas, R., Roesch, S., Gawrilow, C., & Moeller, K. (2020). Putting a Finger on Numerical Development – Reviewing the Contributions of Kindergarten Finger Gnosis and Fine Motor Skills to Numerical Abilities. In Frontiers in Psychology (Vol. 11). https://doi.org/10.3389/fpsyg.2020.01012
Cook, S. W., Friedman, H. S., Duggan, K. A., Cui, J., & Popescu, V. (2017). Hand Gesture and Mathematics Learning: Lessons From an Avatar. Cognitive Science, 41(2), 518–535. https://doi.org/10.1111/cogs.12344
De Porter, B., & Hernacki, M. (2007). Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan (Terjemahan). In Kaifa, PT. Mizan Pustaka (Vol. 17, Nomor 2).
Dwijayanti, I., Budayasa, I. K., & Siswono, T. Y. E. (2018). Embodied Cognition of The Student Mathematical Imaginations in Conceptual Understanding of Algebraic Expression. International Conference on Mathematics and Science Education, 03.
Fatwikiningsih, N. (2020). Teori Psikologi Kepribadian. In Penerbit Andi (Anggota IKAPI).
Francaviglia, M., & Servidio, R. (2011). Gesture as a Cognitive Support to Solve Mathematical Problems. Psychology, 02(02). https://doi.org/10.4236/psych.2011.22015
Ganley, C. M., & Lubienski, S. T. (2016). Mathematics Confidence, Interest, and Performance: Examining Gender Patterns and Reciprocal Relations. Learning and Individual Differences, 47. https://doi.org/10.1016/j.lindif.2016.01.002
Ginosar, S., Bar, A., Kohavi, G., Chan, C., Owens, A., & Malik, J. (2019). Learning Individual Styles of Conversational Gesture. Proceedings of the IEEE Computer Society Conference on Computer Vision and Pattern Recognition, 2019-June, 3492–3501. https://doi.org/10.1109/CVPR.2019.00361
Haataja, E., Malmberg, J., & Järvelä, S. (2018). Monitoring in collaborative learning: Co-occurrence of observed behavior and physiological synchrony explored. Computers in Human Behavior, 87. https://doi.org/10.1016/j.chb.2018.06.007
Hidayat, D. W., & Pujiastuti, H. (2019). Analisis Kesalahan Siswa dalam Menyelesaikan Masalah Matematis pada Materi Himpunan. Jurnal Analisa, 5(1), 59–67. https://doi.org/10.15575/ja.v5i1.4120
Kvedere, L. (2014). Mathematics Self-efficacy, Self-concept and Anxiety Among 9 th Grade Students in Latvia. Procedia - Social and Behavioral Sciences, 116, 2687–2690. https://doi.org/10.1016/j.sbspro.2014.01.636
Laakso, A. (2011). Embodiment and development in cognitive science. Cognition, Brain, Behavior: An Interdisciplinary Journal, 15(4).
Lexy J. Moleong, D. M. A. (2019). Metodologi Penelitian Kualitatif Edisi Revisi. In PT. Remaja Rosda Karya (Vol. 4, Nomor 2).
Matsumoto, D., & Hwang, H. (2011). Reading facial expressions of emotion. Psychological Science Agenda, Science Brief, Vol 25(5).
McNeill, D. (2013). Gesture and Thought. In Gesture and Thought. https://doi.org/10.7208/chicago/9780226514642.001.0001
Meteyard, L., Cuadrado, S. R., Bahrami, B., & Vigliocco, G. (2012). Coming of Age: A Review of Embodiment and The Neuroscience of Semantics. Cortex, 48(7). https://doi.org/10.1016/j.cortex.2010.11.002
Nasution, S. (2017). Berbagai Pendekatan dalam Proses Belajar dan Mengajar. Pendidikan, 3(1). https://doi.org/10.1017/CBO9781107415324.004
Nemirovsky, R., & Ferrara, F. (2009). Mathematical Imagination and Embodied Cognition. Educational Studies in Mathematics, 70(2), 159–174. https://doi.org/10.1007/s10649-008-9150-4
Nemirovsky, R., Kelton, M. L., & Rhodehamel, B. (2013). Playing Mathematical Instruments: Emerging Perceptuomotor Integration with An Interactive Mathematics Exhibit. Journal for Research in Mathematics Education, 44(2). https://doi.org/10.5951/jresematheduc.44.2.0372
Ng, O. L. (2019). Examining Technology-Mediated Communication Using a Commognitive Lens: the Case of Touchscreen-Dragging in Dynamic Geometry Environments. International Journal of Science and Mathematics Education, 17(6). https://doi.org/10.1007/s10763-018-9910-2
Oktariani. (2018). Peranan Self Efficacy dalam Meningkatkan Prestasi Belajar Siswa. Jurnal Kognisi, 3(1).
Penner-Wilger, M., & Anderson, M. L. (2013). The relation between finger gnosis and mathematical ability: Why redeployment of neural circuits best explains the finding. Frontiers in Psychology, 4(DEC). https://doi.org/10.3389/fpsyg.2013.00877
Polya, G. (2004). How to Solve it: A New Aspect of Mathematical Method. Prince University Press.
Radford, L., & Barwell, R. (2016). Language in Mathematics Educations Research. In The Second Handbook of Research on the Psychology of Mathematics Education (hal. 275–313).
Radford, L., Edwards, L., & Arzarello, F. (2009). Introduction: Beyond words. In Educational Studies in Mathematics (Vol. 70, Nomor 2). https://doi.org/10.1007/s10649-008-9172-y
Salle, A. (2020). Analyzing Self-Explanations in Mathematics: Gestures and Written Notes Do Matter. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.513758
Sfard, A. (2009). What’s all the fuss about gestures? A commentary. Educational Studies in Mathematics, 70(2). https://doi.org/10.1007/s10649-008-9161-1
Shein, P. P. (2012). Seeing with two eyes: A teacher’s use of gestures in questioning and revoicing to engage english language learners in the repair of mathematical errors. Journal for Research in Mathematics Education, 43(2). https://doi.org/10.5951/jresematheduc.43.2.0182
Stainthorp, R. (2021). How psychology helps us to understand word reading. Education 3-13, 49(1). https://doi.org/10.1080/03004279.2020.1824700
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D. PT Alfabet.
Surahmi, E. (2023). Profil Embodied Cognition Siswa SD dalam Memecahkan Masalah Matematika Berdasarkan Gender. Universitas Negeri Surabaya.
Thobroni, M., & Mustofa, A. (2017). Belajar dan Pembelajaran?: Pengembangan Wacana dan Praktik Pembelajaran dalam Pembangunan Nasional. Interdisciplinary Journal Of Linguistics; University of kashmir , Srinagar,J&K,INDIA ,190006., 10.
Wellsby, M., & Pexman, P. M. (2014). Developing Embodied Cognition: Insights from Children’s Concepts and Language Processing. Frontiers in Psychology, 5(MAY), 1–10. https://doi.org/10.3389/fpsyg.2014.00506
Williams, C. C., Walkington, C., Boncoddo, R., Srisurichan, R., Pier, E., Nathan, M., & Alibali, M. (2012). Invisible Proof?: The Role of Gestures and Action in Proof. North America Chapter of International Group for the Pychology of Mathematic Education.
Wilson, M. (2002). Six views of embodied cognition. In Psychonomic Bulletin and Review (Vol. 9, Nomor 4). https://doi.org/10.3758/BF03196322
Wilson, R. A., & Foglia, L. (2013). Embodied Cognition. Wiley Interdisciplinary Reviews: Vognitive Science, 4.
Published
2024-09-02
How to Cite
MA'ALLAILI, Serlly Hindun; BUDAYASA, I Ketut; SUSANAH, Susanah.
Embodied Cognition Profile of Junior High School Students in Solving Math Problems Based On Different Learning Styles.
Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, [S.l.], v. 8, n. 3, p. 363-390, sep. 2024.
ISSN 2549-5070.
Available at: <https://www.e-journal.ivet.ac.id/index.php/matematika/article/view/3252>. Date accessed: 06 july 2025.
doi: https://doi.org/10.31331/medivesveteran.v8i3.3252.
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