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The research finding proved the cognitive style
theory. Cognitive style is a characteristic self-
consistent mode of functioning which individuals
show in their perceptual and intellectual activities as
well as the two dimensions of FI and FD cognitive
styles (Witkin et al., 1977). The finding of this study
indicated that students with field independent
cognitive style were better in programming and data
structure learning abilities compared to student with
field dependent cognitive style. It was due to students
with field independent cognitive style have a good
analytical ability, which is an ability to view
information and perception as a separated part of its
surrounding context as well as to compile and
assimilate them. FI students have a tendency to be
smarter and faster in looking for problem solving
alternatives. Students are required to have various
abilities during computer programming learning,
such as, ability in analysis, logic, mathematics,
problem solving, and programming language syntax
(Sarpong and Arthur, 2013). In addition,
programming is a complicated process with various
stages and different content knowledge as well as
cognitive processes would be required for each sub
process (Ambrósio et al., 2011). Therefore, it will
require a strong analytical ability and this ability
owned by students with field independent cognitive
style. Students with field dependent cognitive style,
on the other hand, have a tendency to face difficulty
in separating a concept or perception from its
surrounding context thus information acceptance is
unclear and difficult to be assimilated. Therefore,
students with field dependent cognitive style tend to
face difficulty in problem solving process. The
condition is likely to be the cause of students with
field dependent cognitive style would need more hard
work and extra time in computer programming
learning process compared to students with field
independent cognitive style. The research result is in
line with previous research results stated that students
with field independent cognitive style are better at
identifying and representing problems (Rebecca
Mancy and Reid, 2004b). In addition, another
research result also stated that the learners with field-
independent cognitive style outperformed those with
field-dependent cognitive style (Lu and Lin, 2018)
Considering the significant role of student
cognitive style in computer programming learning, an
appropriate learning strategy plan is needed that
accommodates student cognitive style to achieve
learning objectives. Teacher/learners of computer
programming should identify student cognitive style
in the beginning of learning that subsequently can be
used as one of bases to compile an appropriate
learning strategy thus learning objectives can be
achieved optimally. It is in line with previous research
stated that teaching styles and content level that well-
suited for an individual’s cognitive development and
cognitive style will be most successful. Therefore,
students who take computer programming courses
will receive more benefits by having prerequisite that
make them to be in a course that suits their cognitive
characteristics (White et al., 1997). Due to resources
limitation, class division based on cognitive style
group is hard to obtain. A specific method should be
considered for students with FD cognitive style along
with specific time service for assistance outside the
classroom. The use of flowchart in programming
learning process could be an alternative to facilitate
students with field dependent cognitive style in
computer programming learning process.
Considering the work pattern of computer science
graduates that mostly work in a team and in response
to twenty-first century learning and skill, learners
could implement group assignment (group
programming). The formation of work group should
be consisted of students with different cognitive style
(there are students with field dependent and field
independent cognitive styles in one group). It is in
line with previous research result stated that scholars
found that a heterogeneous group that consisted of
learners with field independent and field dependent is
significantly better in performance compared to those
groups that divide based on other methods (Gagné
and Gagné, 2009). The grouping pattern is expected
to give mutual benefit among individuals in a group.
Based on the previous research, learners with field-
independent cognitive style had less active discussion
messages but more passive responses. When the
learners with field-independent cognitive style
assisted others to complete the task, they can also
benefit by it (Lu and Lin, 2018). Students with
independent cognitive style who have strong
analytical ability in problem solving could share in
the learning process. On the other hand, students with
dependent cognitive style who like to socialize and
make friends tend to be more active in discussion.
4 CONCLUSION
Based on the research findings, it can be concluded
that students with field independent cognitive style
were superior in computer programming learning
than those with field dependent. Therefore, it can be
suggested to the lecturers of computer programming
that they should pay attention to student’ cognitive
style in formulating instructional strategies in order to
The Role of Cognitive Styles in Computer Programming Learning
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