Proceedings of the 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017)

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

Authors
Riama Lusia Sirait, Abdul Muin Sibuea, Abdul Murad
Corresponding Author
Riama Lusia Sirait
Available Online October 2017.
DOI
https://doi.org/10.2991/aisteel-17.2017.32How to use a DOI?
Keywords
problem posing, direct learning, cognitive style, mathematics' learning outcomes.
Abstract
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.
Open Access
This is an open access article distributed under the CC BY-NC license.

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Cite this article

TY  - CONF
AU  - Riama Lusia Sirait
AU  - Abdul Muin Sibuea
AU  - Abdul Murad
PY  - 2017/10
DA  - 2017/10
TI  - The Effect Of Learning Models and Cognitive Style on Mathematics Learning Outcomes Of Grade 5 Students
BT  - 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017)
PB  - Atlantis Press
SP  - 151
EP  - 154
SN  - 2352-5398
UR  - https://doi.org/10.2991/aisteel-17.2017.32
DO  - https://doi.org/10.2991/aisteel-17.2017.32
ID  - LusiaSirait2017/10
ER  -