The Effect Of Learning Models and Cognitive Style on Mathematics Learning Outcomes Of Grade 5 Students

被引：0

作者：

Sirait, Riama Lusia ^{[1
]}

Sibuea, Abdul Muin ^{[1
]}

Murad, Abdul ^{[1
]}

机构：

[1] Univ Negeri Medan, Postgrad Program, Educ Technol, Medan, Indonesia

来源：

PROCEEDINGS OF THE 2ND ANNUAL INTERNATIONAL SEMINAR ON TRANSFORMATIVE EDUCATION AND EDUCATIONAL LEADERSHIP (AISTEEL 2017) | 2017年 / 104卷

关键词：

problem posing; direct learning; cognitive style; mathematics' learning outcomes;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study aims to find out the effect of problem posing learning model and cognitive style on mathematics learning outcomes. This study used a quasi-experimental research designs. The population consisted of 68 grade 5 students in Deliserdang. The sample consisted of 46 students that were divided into two groups (experimental group and control group). The instruments used were mathematics test and Children's Embedded Figure Test (CEFT). The data which analyzed in this research was the score of mathematics learning outcomes from cognitive domain. The data was analyzed using Two-Way ANOVA technique (analysis of variance). The result of the research are as follows. (1) There is a difference between students' mathematics learning outcomes which is taught using problem posing learning model with direct learning model, (2) There is a difference between student's mathematics learning outcomes who have field independent (FI) with field dependent (FD) cognitive style, (3) There is no significant interaction between the use of learning model and the cognitive style on learning outcomes.

引用

页码：150 / 153

页数：4

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