Predictive Analysis of Cognitive Style and Gender on Junior High School Students’ Mastery of the Pythagorean Theorem
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- Published
- 2025-11-30
- Pages
- 841-857
- Section
- Original Research Article
Abstract
This study investigates the predictive effect of gender and cognitive style on junior high school students’ mastery of the Pythagorean Theorem. A quantitative ex post facto design was applied to 71 eighth-grade students who had previously learned this topic. Mastery was measured using a five-item conceptual test, with a mastery threshold of 72% or higher, based on curriculum competency standards, expert judgment, and assessment guidelines. Gender (0 = female; 1 = male) and cognitive style (0 = FD; 1 = FI) were assessed using the Group Embedded Figures Test (GEFT). Binary logistic regression was employed. Model fit was satisfactory (Hosmer–Lemeshow p = .473), accuracy = 85.9%, and pseudo-R² (Nagelkerke) = 0.671. Cognitive style significantly predicted mastery (OR = 93.62, 95% CI = [10.64, 823.80], p < .001), while gender did not reach significance (OR = 4.12, 95% CI = [0.92, 18.42], p = .064). Findings highlight the need for adaptive learning strategies tailored to students’ cognitive style. Future studies should include additional predictors (e.g., motivation, instructional support) and apply calibration and cross-validation techniques to enhance prediction generalizability.
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How to Cite
Khumaeroh Dwi Nur'aini, Irmawaty Natsir. (2025). Predictive Analysis of Cognitive Style and Gender on Junior High School Students’ Mastery of the Pythagorean Theorem. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 9(3), 841-857. https://journal-center.litpam.com/index.php/e-Saintika/article/view/3762
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