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This study aims to determine the effectiveness of reciprocal teaching model in higher education. The result shows that the participants taught by reciprocal teaching model have higher average score of post-test than the participants taught by traditional learning model. Statistical significance was analysed using analysis of covariance as appropriate. Further, the result of observation and interview show that the teaching model has positive effect in making a good understanding and more participation during the classroom learning process.

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The effect of brain based learning with contextual approach viewed from adversity quotient V Kartikaningtyas, T A Kusmayadi and R Riyadi -Improving students' creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning W Hidayat, Wahyudin Abstract. This type of research is qualitative research. The focus of this research is to determine the logical thinking ability and adversity quotient from the Students of Statistics batch III FMIPA UNM and reviewed from the cognitive style. The population in this research is all batch III students of Statistics Department at Universitas Negeri Makassar. The determination of the subject in this study is carried out by referring to the results of cognitive style tests. Based on the cognitive style test results, the students are grouped into two, namely: groups of students who have field-independent cognitive style (FI) and student group which has a field-dependent cognitive style (FD). The data collection on this study uses the main instrument, i.e. the researchers themselves, in addition to the main instrument is also used supporting instruments, namely: (1) the instrument to know the Students' Cognitive Style: Group Embedded Figures Test (GEFT), (2) Instrument of Logical Thinking Ability (TOLT), and (3) Adversity Quotient instrument (AQ). Based on the result of analysis of research data in the previous chapter, some conclusions from the results of this study are students' logical thinking ability dominated by formal logical thinking function of 68.5% and dominated by independent field cognitive style. Based on the taxonomy SOLO, subject GK-FD and GK-FI have an obstacle in finishing a matter of solving the problem, namely: (1) the subject does not have the adequate readiness and lack of planning to solve the problem, (2) the subject does the trial process in applying the formula or process but the formula or process itself is not appropriate to solve the problem. To Adversity Quotient (AQ), camper category is dominant compared to other categories (quitter and climber) and none of the students have climber skill. From this camper category there are 16 students (84.2%) who have independent field cognitive style and the remaining 2 students (10.53%) have dependent field cognitive style. Students that are in camper category have little spirit, little initiative, and his/her efforts are sometimes less than the maximum. Students in camper category are students who are satisfied with the circumstances that he has achieved now and not willing to take too much risk.