The Effect Of Learning Models and Cognitive Style on Mathematics Learning Outcomes Of Grade 5 Students
Riama Lusia Sirait, Abdul Muin Sibuea, Abdul Murad
Riama Lusia Sirait
Available Online October 2017.
- https://doi.org/10.2991/aisteel-17.2017.32How to use a DOI?
- problem posing, direct learning, cognitive style, mathematics' learning outcomes.
- 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.
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 -