The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

Abstract

The purpose of this study is to find out the effect of PjBL with WBL media as an instructional strategy and direct instructional (DI) strategy on the understanding (intercept) and the concept application of science-integrated learning media. The method of this research is Quasi-Experimental with 2x2 factorial design. The number of respondents is 110 pre-service teachers consisting of 68 respondents for the experimental class and 42 respondents for the control class. The sampling technique is purposive sampling with a class as an experimental class and another class as a control class. MANOVA is used to analyze the data. The result of the test shows that: (1) there is a difference in the average score of learning outcomes in understanding and science-integrated conceptual application among pre-service teachers who are taught with Web-based PjBL and DI strategies. The average score of understanding the concept of developing science-integrated learning media with a Web-based PjBL strategy is 88.81, DI is 85.69. The average score of the concept application with Web-based PjBL strategy is 89.07, DI is 85.69; (2) there are differences in the average score of understanding learning outcomes and the application of the concept of developing science-integrated learning media between pre-service teachers who have a cognitive style of FD and FI. The average score of understanding the concept of FD is 88.08, FI is 86.12. The average score of the concept application FD is 87.37, FI is 88.29. From these data, it can be concluded that the Web-based PjBL strategy has a better contribution than DI in improving the learning outcomes of understanding and application of the concept of developing science-integrated learning media.

Analisis Kemampuan Pemecahan Masalah Matematika Siswa Sekolah Menengah Pertama Berdasarkan Gaya Kognitif

“…Gaya kognitif FD cenderung melihat masalah secara global, mendeskripsikan orientasi siswa ke dunia luar ketika menyelesaikan masalah, sedangkan gaya kognitif FI cenderung melihat masalah sampai pada komponen pembentuk, mencerminkan kemampuan siswa untuk mengandalkan pengetahuan dan pengalaman mereka ketika memecahkan masalah (Onyekuru, 2015;Volkova dan Rusalov, 2016). Katakteristik gaya kognitif FD yaitu mempunyai ketertarikan terhadap orang lain, ramah dengan orang lain, mempunyai rasa sosial yang tinggi, pasif dan bergantung pada orang lain, tidak dapat menangani objek yang dianggap terpisah dari elemen sekitarnya, sedangkan gaya kognitif FI tidak terlalu tertarik terhadap orang lain, menjaga jarak dengan orang lain, lebih memilih berada pada situasi non sosial, aktif dan tidak bergantung pada orang lain, dapat menangani objek yang dianggap terpisah dari elemen sekitarnya (Al-Salameh, 2011;Karamaerouz, Abdi dan Laei, 2013;Safaruddin et al, 2020). Terdapat perbedaan antara siswa dengan gaya kognitif FD dan FI dalam memecahkan masalah, dimana gaya kognitif FD cenderung mengandalkan pengaruh dari luar, sedangan gaya kognitif FI cenderung lebih mandiri dan percaya diri.…”

“…Tabel 2 menunjukkan bahwa rata-rata siswa FD pada kategori tinggi dan sangat tinggi sudah mampu memahami masalah, menggunakan strategi yang relevan, mengarah pada jawaban yang benar, dan lengkap, melaksanakan strategi yang direncanakan tetapi salah dalam melakukan perhitungan dan menginterpretasikan hasil yang diperoleh tetapi masih kurang tepat. Hal ini dikarenakan siswa FD cenderung melihat masalah secara global, mendeskripsikan orientasi siswa ke dunia luar ketika menyelesaikan masalah, pasif dan bergantung pada orang lain, tidak dapat menangani objek yang dianggap terpisah dari elemen sekitarnya, cenderung mengandalkan pengaruh dari luar, sulit untuk memproses informasi, mengubah persepsi dengan mudah ketika informasi dimanipulasi dalam konteks, cenderung menerima struktur yang sudah ada karena kurangnya restrukturisasi (Al-Salameh, 2011;Karamaerouz, Abdi, dan Laei, 2013;Onwumere dan Reid, 2014;Onyekuru, 2015;Volkova dan Rusalov, 2016;Safaruddin, et al, 2020).…”

The Problem Based Learning in Enhancing Students’ Critical Thinking for Reading Skills in English Teaching at Vocational School

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The Effectiveness of Discovery Learning Model in Writing Descriptive Text

“…In connection with these problems, efforts to improve the quality of the teaching and learning process of the English Teacher training class at Madrasah Aliyah level is a very urgent need to be done. One learning model that is thought to be able to bridge the gap is the discovery learning model (Syarif et al, 2020;Safaruddin et al, 2020;Rahman, 2017;Ellizar et al, 2018).…”