scholarly journals Pengaruh Model Pembelajaran dan Gaya Kognitif Terhadap Hasil Belajar Sejarah Siswa di SMAN 28 Kab. Tangerang

2017 ◽  
Vol 6 (1) ◽  
pp. 29
Author(s):  
Mirla Safrina Boru
Keyword(s):  
Cognitive Style ◽  
Direct Instruction ◽  
Interaction Effect ◽  
Quantitative Research ◽  
Multiple Choice ◽  
Learning Outcome ◽  
Instructional Models ◽  
Field Independent ◽  
History Learning ◽  
Field Dependent

The research aim to investigate the influence of instructional models cognitive style toward history learning outcome of students at SMA Negeri 28 Kab. Tangerang. This research is quantitative research using design treatment by level 2x2. The population of this research is all students of X IIS grade. The sample consist of two classes that X IIS 2 and X IIS 4 with 67 people amount. For the experimental class X IIS 2 are 32 student and from control class X IIS 4 are 35 student will be selected. The instrument used to assess students achievement is in the multiple choice form, while the instrument used to assess students cognitive style is in test GEFT. Among the result of the research are: (1) History learning outcome of students who follow TGT instructional models higher than the student who studied with direct instruction model, (2) History learning outcome of students who have Field Independent cognitive style higher than student who have a Field Dependent cognitive style, (3) There is interaction effect between models of instructional and cognitive style on history learning outcome of student.

scholarly journals The Effect of Inquiry Model and Cognitive Style on Understanding of The Concept of Integrated IPS Course Students of Unila History Education Program

2021 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Myristica Imanita ◽  
Yustina Sri Ekwandari ◽  
Suparman Arif
Keyword(s):  
Social Sciences ◽  
Cognitive Style ◽  
Education Program ◽  
Interaction Effect ◽  
Quantitative Research ◽  
History Education ◽  
Instructional Model ◽  
Field Independent ◽  
Field Dependent ◽  
Level Of Understanding

IPS Terpadu is a combination of several social sciences, one of which is story, but the students of fkip unila history still have difficulty understanding the concept IPS Terpadu so his study aimed to determine the effect of inquiry instructional model and cognitive   style towards the understanding students concepts in IPS Terpadu subjects. The research is quantitative research using design treatment by level 2x2 The research date was taken from observation,test and questionnaires. The results show that (1) there is differences in the level of understanding of the concepts of students who follow the inquiry instructional model and students who follow the conventional instructional model (2) there is interaction effect between instructional model and cognitive style towards the understanding students concepts in IPS Tepadu subjects (3) the results of understanding the concepts of students in IPS Terpadu subjects who follow inquiri instructional model with Field Independent cognitive style is hinger than students who follow conventional instructional model with field indenpendent cognitive style. (4)the risults of underdtanding students of concepts in IPS Terpadu subjects who follow inquiri instructional model with field dependent cognitive style is lower than students who follow conventional instructional model with field dependent cognitive style

scholarly journals Pengaruh Model Pembelajaran dan Gaya Kognitif Peserta Didik Terhadap Kesadaran Sejarah di SMAN 5 Tambun Selatan

2017 ◽  
Vol 5 (1) ◽  
pp. 10
Author(s):  
Fitri Windayani
Keyword(s):  
Data Analysis ◽  
Experimental Method ◽  
Cognitive Style ◽  
Direct Instruction ◽  
Instructional Model ◽  
Field Independent ◽  
Field Dependent ◽  
Instruction Model

The aim of study is to reveal the influence of instructional model and cognitive style on historical conciousness on SMAN 5 Tambun Selatan.The methodology used is the experimental method with treatment by level ANAVA 2 X 2. Reseach instrumentation will include a test that will be used to measure students historical conciousness from instructional model and cognitive style of students. A total participant from experiment class are 33 student and from controll class are 30 students will be selected. Data analysis be performed by using two way varians analysis. Among the result of this research are the historical conciousness of students who follow discovery instructional model higher than the student who studied with direct instruction model, the historical conciousness of students who have field independent cognitive style higher than than student who have a field dependent cognitive style and there is an interaction between models of instructional and cognitive style.

scholarly journals Pengaruh Metode Pembelajaran dan Kecerdasan Interpersonal Terhadap Hasil Belajar Sejarah Siswa SMA

2017 ◽  
Vol 3 (1) ◽  
pp. 45
Author(s):  
Myristica Imanita
Keyword(s):  
Interaction Effect ◽  
Quantitative Research ◽  
Instructional Methods ◽  
Learning Outcome ◽  
Instructional Method ◽  
Learning Methods ◽  
History Learning

Abstract This study aimed to determine the effect of learning methods and student’s intrepersonal intelligence on the outcome of history learning on the students. This research is quantitative research using design treatment by level 2x2 The research date was taken from the observation, tests and questionnaires. The results showedthat(1) history learning outcome of students who follow STAD instructional methods higher than students whofollow conventional linstructional methods, (2) there is interaction effect between instructional methods and interpersonal intelligence on history learning outcome of students, (3) history learning outcomesof studentswhofollow STAD instructionalmethodwithhighinterpersonalintelligence, higher thanstudents who followconventional linstructionalmethod, (4)historylearning outcomesof studentswhofollow STAD instuctionalmethodswithlowinterpersonalintelligence, lower thanstudents who followconventional instructional methods Keywords : History learning outcome, instructional method, interpersonal intelligence

Field Dependence and the Differentiation of Affective States

1981 ◽  
Vol 139 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Katharine R. Parkes
Keyword(s):  
Sex Differences ◽  
Social Class ◽  
Cognitive Style ◽  
Field Dependence ◽  
Normal Female ◽  
Cognitive Symptoms ◽  
Affective States ◽  
Clear Cut ◽  
Field Independent ◽  
Field Dependent

SummaryThe extent to which anxiety, irritability and depression were differentiated as separate entities associated with characteristic patterns of somatic and cognitive symptoms by field dependent (FD) and field independent (Fl) normal female subjects was studied with the Hidden Figures Test and Unpleasant Emotions Questionnaire. In the Fl group the correlations between the three emotions were low and non-significant, reflecting a clear-cut differentiation in symptom configuration, as shown by psychiatrists. In the FD group the inter-correlations were significant and positive, corresponding to relatively poor symptom differentiation, comparable to that of a psychiatric patient group. This suggests that the cognitive style variable of field dependence may underly differences in symptom differentiation associated with psychiatrist/patient differences and, more generally, with social class and sex differences.

scholarly journals Peculiarities of management of cognitive barriers in educational activity of students with field-independent and field-dependent styles

2020 ◽  
pp. 54-65
Author(s):  
Ngo Thi Nga
Keyword(s):  
Cognitive Style ◽  
Cognitive Activity ◽  
Educational Activity ◽  
Professional Activities ◽  
Cognitive Difficulties ◽  
Field Independent ◽  
Field Dependent

The survey is dedicated to the identification of cognitive barriers in educational and professional activities among students with field-dependent and field-independent styles of cognitive activity. For these purposes, we used the principle of taxonomy proposed by B. Bloom (“the taxonomy of the levels of knowledge of Benjamin Blum”), as well as the “Gottschaldt figures” technique. The results show that the cognitive style is a factor influencing the level of cognitive difficulties.

scholarly journals The effect of problem based learning by cognitive style on critical thinking skills and student retention

2020 ◽  
Vol 10 (2) ◽  
pp. 271
Author(s):  
Syamsul Arifin ◽  
Punadji Setyosari ◽  
Cholis Sa’dijah ◽  
Dedi Kuswandi
Keyword(s):  
Critical Thinking ◽  
Student Retention ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Field Independent ◽  
Field Dependent

The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. Subject of this research are students in three different senior high school with two class samples in each school. There are 102 students of control class with Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instrument of this research are test and questionnaires. The findings of this research are that there are significant differences in student critical thinking skills and retention between groups of student with Field Dependent (FD) and Field Independent (FI) cognitive styles and also between group of student with Direct Instruction model and Problem Based Learning model. Each learning model has interaction with critical thinking skills but not student retention. This research is useful for educators to develop students critical thinking skills processes with an effective learning model approach especially for senior high school students. The educators can know the interaction of cognitive styles with student retention, the extent to which cognitive styles are able to have an impact on student retention. This research provides knowledge an effective learning model to develop critical thinking skills and retention of student both Field Dependent and Field Independent cognitive style. Based on cognitive style, Field Independent students have higher retention and critical thinking skills compared to Field Dependent students.

COGNITIVE STYLE PERFORMANCE AND FORM DISCRIMINATION

1973 ◽  
Vol 1 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Glen M. Vaught ◽  
Paul A. Roodin
Keyword(s):  
College Students ◽  
Cognitive Style ◽  
Field Dependence ◽  
Active Touch ◽  
Female College Students ◽  
Form Discrimination ◽  
Female College ◽  
Passive Touch ◽  
Field Independent ◽  
Field Dependent

Forty-two male and 42 female college students were subdivided into field independent, medium, and field dependent identity groups and matched for sex. Each subject was given 24 active and 24 passive touch form discrimination trials. The results showed that active touch form discrimination yielded fewer errors than passive touch and that females were better form discriminators than males. The interaction between field dependence, form discrimination and sex showed that in contrast to field independent subjects, field dependent males made more form discrimination errors while females improved. This interaction is discussed in relation to the field dependence literature.

Can College Academic Performance Be Predicted Using a Measure of Cognitive Style?

1996 ◽  
Vol 24 (4) ◽  
pp. 375-379 ◽  
Author(s):  
Ray Griffin ◽  
Godfrey Franklin
Keyword(s):  
Factor Analysis ◽  
Cognitive Style ◽  
Test Performance ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Test Number ◽  
Field Dependent ◽  
Two Factors ◽  
Academic Potential ◽  
Correct Criterion

One hundred and forty-three subjects were identified as Field Independent or Field Dependent based on their performance on the Group Embedded Figures Test, a measure of cognitive style. Results indicated that Field Independent students performed significantly better on course tests and had higher academic potential as measured by the ACT, than Field Dependent students. A regression analysis was conducted to determine which measures would contribute variance to a course test (number correct) criterion. Although both the GEFT and the ACT were significantly related to course test performance, only the ACT contributed significant variance to the regression, F(1,141) = 12.99, r=.29, p <.01. A Principal Components Factor Analysis applied to the GEFT, ACT, and course test data identified two factors. The course tests were associated with factor 1 while the GEFT and ACT were more closely associated with factor 2. The regression and factor analysis results suggest that the ACT and GEFT tests are measuring similar or related constructs for this sample of subjects.

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