Student’s Behavior Base Cognitive Style In Outdoor Learning-Mathematiacal Modelling

The purpose of this research is to investigate students’ cognitive and learning behavior such as Field Independent (FI) and Field Dependent (FD) in outdoor learning mathematical modelling. Students’ learning behavior is constructed based on the cognitive activity through the cycle route of mathematical modelling in outdoor learning activities. The type of research used was qualitative with grounded theory approach. Data were obtained from 175 students and 3 teachers through students’ task, observation, and deep interview. The research results show that: (1) FI students in identifying the problem are more insterested in facts, collecting information on real word problem. All FI students in building the mental of mathematical model tend to modify the scheme Extra-Mathematical Knowledge (EMK) in oder to adjust with the problem context, (2) FD students in identifying the problem tend to remember back, classifying the mental experience and then adjusted it with the problem context. FD students tend to follow the Mathematical model normatively and tend to be difficult in shifting to the next step on the transition of Real Model to Mathematical Model. FD students build the mental of Mathematics Model tend to not modifying the EMK Scheme towards the adjustment of the problem context. The results of the study suggested to teachers pay attention to students characteristics (Cognitive Style) in teaching and learning mathematical modelling