A Systematic Literature Review: The Improvement of Students' Cognitive Styles on Mathematical Literacy

Abstract

This study aims to describe the improvement of mathematical literacy in terms of
students' cognitive styles. The research method used is a Systematic Literature Review
(SLR) which includes 3 stages: planning, conducting, and reporting. The data collection
process is carried out by identifying articles relevant to the research topic based on
predetermined criteria. This study reviewed 17 articles based on search results through
the Publish or Perish application. Data synthesis in this study is then presented in data
tabulation and strengthened with narrative form. The results of this study indicate that
the improvement of mathematical literacy at the elementary, junior high school, and
senior high school levels is influenced by students' cognitive styles. Based on the results
of the analysis of the achievement of students' mathematical literacy indicators, it can be
concluded that Field Independent (FI) students are better than Field Dependent (FD)
students, Reflective (RE) students are better than Impulsive (IM) students, while
Verbalizer (VER) and Visualizer (VIS) students have different ways of solving
problems so they cannot be compared.