Abstract:
The new paradigm of learning provides the opportunities to students involve actively in the learning process and appropriate learning strategies can increase and facilitate student learning activities in order to build concepts and reflect on learning activities. Oriented generative learning strategy orients in helping students to be able to understand and analyze new knowledge and incorporate new ideas with their prior knowledge, so that inside the students themselves will awaken new mental structures. This study uses a non-equivalent design control group by applying 2x2 factorial design in the design of experiments. The subjects of the study are students of class VII academic year 2012/2013 in junior high school in Tulungagung Indonesian. The result of this study indicates that: (1) there are differences understanding in learning outcomes of (social studies) IPS concept between students who study by using generative learning strategies and expository learning strategies, (2) there are differences in learning gains between students’ understanding of (social studies) IPS concept of the cognitive style divergent and convergent thinking, (3) there is an interaction effect between learning strategy of cognitive styles toward the gain of learning understanding of (social studies) IPS concept, (4) there is a difference learning outcomes in applying (social studies) IPS concept between students who are learning by using generative learning strategies and expository learning strategies, (5) there are differences in the acquisition of learning in applying (social studies) IPS concept between students who learn by using divergent and convergent cognitive style, (6) there is an interaction effect between learning strategy cognitive style toward the acquisition of learning in applying (social studies) IPS concept.
Page(s):
71-84
DOI:
DOI not available
Published:
Journal: Academic Research International, Volume: 7, Issue: 1, Year: 2016