THE EFFECT OF RECIPROCAL TEACHING INTERNET AND COGNITIVE STYLE ON STUDENT LEARNING RESULTS

NURFAHRUDIANTO, AAN and Setyasari, Punaji and Kuswandi, Dedi and Waras, Waras and Degeng, I Nyoman Sudana (2020) THE EFFECT OF RECIPROCAL TEACHING INTERNET AND COGNITIVE STYLE ON STUDENT LEARNING RESULTS. Solid State Technology, 63 (6). pp. 4939-4950. ISSN 0038-111X

	Text 84202_0724077901.pdf - Published Version Available under License Creative Commons Attribution Share Alike. Download (941kB)
	Text (peer review) 84202_0724077901_PEER REVIEW.pdf - Published Version Available under License Creative Commons Attribution Share Alike. Download (160kB)
	Text (similarity) 84202_0724077901_SIMILARITY.pdf - Published Version Available under License Creative Commons Attribution Share Alike. Download (2MB)

Abstract

The research aims to prove the differences in learning outcomes in the adoption of learning strategies (internet reciprocal teaching and direct instruction) and cognitive styles (field independence and field dependence). Another objective of this research is to prove the effect of interaction of learning strategies and cognitive styles on learning outcomes. The research uses quasi-experimental design with 99 research subjects in level II physical and health education study programs at Nusantara University PGRI Kediri Indonesia. The instruments used were written and practice test instruments and cognitive style instruments in research using the Group Embedded Figures Test (GEFT). Hypothesis testing uses two-way 2 x 2 analysis of variance (ANOVA). The findings in this study are (1) there are significant differences in student learning outcomes between those receiving internet reciprocal teaching and direct instruction in computer application courses, (2) there are differences significant student learning outcomes between those who have cognitive independence and field dependence in computer application courses. (3) there is no interaction between learning strategies and cognitive styles. the final conclusion of reciprocal teaching internet learning strategies does not depend on the learner's cognitive style. In recent studies, reciprocal teaching internet learning strategies are rarely used other than language learning, and cognitive styles are rarely discussed together in computer application courses. Therefore, this study analyzes the interaction between learning strategies and cognitive styles on learning outcomes. Based on the results of the study, this study proposes several discussions and suggestions for the use of internet reciprocal teaching learning strategies as an alternative in the selection of learning strategies in other subjects. Learning is expected to choose the learning strategy is also based on the characteristics of students so that they will get optimal learning results. Utilization of the internet as a source of learning provides more challenges for students, learners, and all university academics to better optimize the internet in teaching and learning. These suggestions are for future research.

Actions (login required)

View Item