scholarly journals Reciprocity Effect between Cognitive Style and Mixed Learning Method on Computer Programming Skill

2021 ◽  
Vol 17 (9) ◽  
pp. 814-824
Author(s):  
Anthony Anggrawan ◽  
Christofer Satria ◽  
Mayadi ◽  
Ni Gusti Ayu Dasriani
Keyword(s):  
Cognitive Style ◽  
Computer Programming ◽  
Learning Method ◽  
Programming Skill

scholarly journals IMPLEMENTASI METODE PEMBELAJARAN DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR IPA KELAS V SISWA DI SDIT ALJIHAD PEDES KARAWANG

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Yulistina Nur DS
Keyword(s):  
Elementary Students ◽  
Cognitive Style ◽  
Learning Outcomes ◽  
Interaction Effect ◽  
Research Method ◽  
Science Learning ◽  
Learning Method ◽  
Experimental Learning ◽  
Experiment Method ◽  
Effect Difference

Abstract: The purpose of this research is to know the influence of learning method and cognitive style to students' science learning outcomes, especially in science subjects for elementary students. The research method used in this research is experiment with design treatment by level 2x2. The findings of this study indicate that: (1) there is a significant effect difference between the experimental learning method and the learning method of demonstration on the students' science learning outcomes. This can be proven from sig 0.000 <0.05 and F0 = 18.72; (2) There is no significant effect between cognitive style on students' learning outcomes. This can be proven from sig. 0.104> 0.05 and F0 2.737; (3) There is no interaction effect between learning method and student's cognitive style on science learning outcomes. It is marked by the sig value. for learning method and cognitive style 0.937> 0.05 and F0 =0.006. Key words: Method of learning, Experiment method, Science Learning Achievement Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui pengaruh metode pembelajaran dan gaya kognitif terhadap hasil belajar IPA siswa, terutama pada mata pelajaran IPA untuk siswa SD. Metode penelitian yang digunakan dalam penelitian ini dalah eksperimen dengan menggunakan desain treatment by level 2x2. Temuan penelitian ini menunjukkan bahwa : (1) terdapat perbedaan pengaruh yang signifikan antara metode belajar eksperimen dengan metode belajar demontrasi terhadap hasil belajar IPA siswa. Hal ini dapat dibuktikan dari sig 0.000 < 0.05 dan F0= 18.72; (2) Tidak terdapat pengaruh yang signifikan antara gaya kognitif terhadap hasil belajar IPA siswa. Hal ini dapat dibuktikan dari sig. 0.104 > 0.05 dan F0 2.737; (3) Tidak terdapat pengaruh interaksi antara metode belajar dan gaya kognitif siswa terhadap hasil belajar IPA. Hal ini ditandai dengan nilai sig. untuk metode belajar dan gaya kognitif 0.937 > 0.05 dan F0 0.006. Kata kunci: Metode Pmbelajaran, Gaya Kognitif, Hasil Belajar IPA

Predicting computer programming skill

1986 ◽  
Vol 10 (2) ◽  
pp. 299-302 ◽  
Author(s):  
Vicki L. Sauter
Keyword(s):  
Computer Programming ◽  
Programming Skill

scholarly journals Pengaruh Metode Pembelajaran dan Gaya Kognitif terhadap Hasil Belajar Matematika dengan Mengontrol Kemampuan Awal: Study Eksperimen di MAN 2 Kota Bekasi

2011 ◽  
Vol 9 (2) ◽  
Author(s):  
Farida Hanun
Keyword(s):  
Cognitive Style ◽  
Analysis Data ◽  
Learning Outcome ◽  
Islamic State ◽  
Learning Method ◽  
Student Group ◽  
Math Learning ◽  
Field Independent ◽  
Research Outcome ◽  
Level Design

AbstractThis research aims at testing an influence of learning process and cognitive style against the math learning outcome by considering initial competency. The research was conducted at MAN (Islamic State Senior High School) 2 of Bekasi City on the semster 1 of the academic year 2009-2010, with sample of 52 students. This research applies an experiment method on Treatment by level design 2x2 and analysis data by applying Covariant Analysis (ANCOVA) at a significant level α = 0,05.The research outcome shows that: 1) Math learning outcome between student group given by a discussion learning method is higher than the student group given by the conventional learning method, 2) Interaction influence between the learning method and cognitive style against the Math learnong outcome, 3) For the students group which has an independent cognitive field, the Math learning outcome between the student group given by the discussion learning method is higher than the student group given by the conventional learning method, 4) This research outcome does not support any hypothesis trueness proposed which is for the student group who has independent cognitive field style, the Math outcome between the student group given by the discussion learning meyhod is lower than the student group given by the conventional learning method. AbstrakPenelitian ini bertujuan untuk menguji pengaruh metode pembelajaran dan gaya kognitf terhadap hasil belajar matematika dengan memperhitungkan kemampuan awal. Penelitian dilakukan di MAN 2 Kota Bekasi pada semester 1 tahun pelajaran 2009-2010, dengan sampel sebanyak 52 siswa. Penelitian ini menggunakan metode eksperimen dengan Treatment by level design 2x2 dan data di analisis dengan menggunakan Analisis Covarians (ANCOVA) pada level signifikan α = 0,05.Hasil penelitian menunjukkan bahwa: 1) Hasil belajar Matematika antara kelompok siswa yang diberi metode pembelajaran diskusi lebih tinggi dibandingkan kelompok siswa yang diberi metode pembelaaran konvensional, 2) Terdapat pengaruh interaksi antara metode pembelajaran dan gaya kognitif terhadap hasil belajar Matematika, 3) Untuk kelompok siswa yang memiliki gaya kognitif field independent, hasil belajar Matematika antara kelompok siswa yang diberi metode pembelajaran diskusi lebih tinggi dibandingkan kelompok siswa yang diberi metode pembelajaran konvensional, 4) Hasil penelitian ini tidak mendukung kebenaran hipotesis yang diajukan yaitu untuk kelompok siswa yang memiliki gaya kognitif field dependent, hasil belajar Matematika antara kelompok siswa yang diberi metode pembelajaran diskusi lebih rendah dibandingkan kelompok siswa yang diberi metode pembelajaran konvensional.

Learning-Method Choices and Personal Characteristics in Solving a Physical Education Problem

2005 ◽  
Vol 24 (3) ◽  
pp. 226-242 ◽  
Author(s):  
Madeleine Vincent-Morin ◽  
Lucile Lafont
Keyword(s):  
Cognitive Style ◽  
Self Efficacy ◽  
Help Seeking ◽  
Personal Characteristics ◽  
Random Order ◽  
Learning Method ◽  
Learning Condition ◽  
Geometrical Figure ◽  
Task Representation ◽  
Embedded Figures Test

The goal of this study was to identify the relationships between the learning choices made by pupils and their personal characteristics, including cognitive style (field dependence–independence), a motivational variable (feeling of self-efficacy), and a cognitive variable (task representation). The participants were 64 twelve-year-old sixth graders from a suburban middle school in France (35 boys and 29 girls). Cognitive style or FDI was measured with the Group Embedded Figures Test, a perceptual test that requires finding a simple geometrical figure embedded in a complex geometrical one. Five learning conditions (autonomy, tutoring, verbal instruction, silent demonstration, and verbal demonstration) were then proposed in random order to the pupils. They were asked to select a learning method to solve a motor problem: a badminton service. The results indicated an absence of relationships between the choice of a learning condition and cognitive style. Three variables partially predicted the learning-condition choice: feeling of self-efficacy, task representation, and motor performance. The present results can be interpreted in the light of studies on children’s help-seeking behavior in problem-solving situations.

A note on the quantification of computer programming skill

1994 ◽  
Vol 41 (3) ◽  
pp. 351-362 ◽  
Author(s):  
Harold Stanislaw ◽  
Beryl Hesketh ◽  
Sylvia Kanavaros ◽  
Tim Hesketh ◽  
Ken Robinson
Keyword(s):  
Computer Programming ◽  
Programming Skill

scholarly journals PENGARUH METODE PEMBELAJARAN KOOPERATIF DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR IPA SISWA KELAS V SEKOLAH DASAR NEGERI 147 PALEMBANG

2015 ◽  
Vol 6 (2) ◽  
pp. 276
Author(s):  
Nur Andriani
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Cognitive Style ◽  
Learning Outcomes ◽  
Analysis Of Variance ◽  
Natural Science ◽  
Learning Method ◽  
Experiment Method ◽  
Level 2 ◽  
Class Iv

This study aims to determine the effect of the Cooperative Learning Method Team Assisted Individually and Think Pair Share Technique and Cognitive Style of the learning outcomes of Natural Science. The study was conducted on students in class IV SD Negeri 147 Palembang. The number of students as many as 32 students.Research using experiment method with treatment by level 2 x 2. Data analysis is the analysis of variance of two lanes (ANOVA). The results of this study indicate that (1) there are differences in learning outcomes of natural science among the group given Team Assisted Individually Technique and the group given Think Pair Share technique (2) There are Interactions between cooperative learning and cognitive style of the learning outcomes of natural science.   Keywords: Team Assisted Individualization and Think Pair Share Technique, Cognitive Style, learning outcomes.   Abstrak: Penelitian ini bertujuan untuk mentukan pengaruh Metode Pembelajaran Team Koperasi Assisted secara dan Think Pair Share Teknik dan kognitif Style dari hasil belajar Ilmu Pengetahuan Alam. Penelitian dilakukan pada siswa di kelas IV SD Negeri 147 Palembang. Jumlah siswa sebanyak 32 siswa. Penelitian menggunakan metode eksperimen dengan pengobatan dengan tingkat analisis 2 x 2. Data adalah analisis varians dua jalur (ANOVA). Hasil penelitian ini menunjukkan bahwa (1) ada perbedaan hasil belajar ilmu pengetahuan alam antara kelompok yang diberi Team Assisted Individual Teknik dan kelompok yang diberi Pikirkan teknik Pair Share (2) Ada Interaksi antara pembelajaran kooperatif dan gaya kognitif pembelajaran hasil dari ilmu pengetahuan alam. Kata kunci: Team Assisted Individualization dan Think Pair Share Teknik, Cognitive Style, hasil dari ilmu alam belajar.  Kata kunci: Team Assisted Individualization , Think Pair Share Teknik, Cognitive Style, hasil belajar.

Teasing out cognitive development from cognitive style: A training study.

1985 ◽  
Vol 21 (4) ◽  
pp. 682-691 ◽  
Author(s):  
Tamar Globerson ◽  
Eliya Weinstein ◽  
Ruth Sharabany
Keyword(s):  
Cognitive Development ◽  
Cognitive Style ◽  
Training Study
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