The Effect of Learning Strategy and Cognitive Style toward Mathematical Problem Solving Learning Outcomes
This study aims to analyze and determine the effect of learning strategies (The differences between Problem Based Learning and Direct Instruction) and cognitive style on mathematical problems solving learning outcomes. This study used a quasi experimental research design (nonequivalent control group designs) The research subjects were students from state elementary school of V grade in Gading I Surabaya, east java. The totals of elementary school population in east Surabaya were 141 elementary schools. The selected schools are the schools which have some parallel classes, therefore the circumstances are relatively similar. Four classes are selected, they were from SDN Gading 1 state elementary school. These schools were randomly chosen to implement different learning strategies, they are implementing problem based learning and hands on learning. The data collection techniques were mathematical problems solving learning pre tests and post test, Group embedded figures test (GEFT) for cognitive style, assessment performance for learning achievement. Data analysis techniques in this study use ANOVA technique (analysis of variance) two lines. The results of this study showed that (1) there is a difference in learning achievement between the students' groups who are taught by PBL and direct learning; (2) there are differences in achieving learning outcomes toward students' group and different cognitive styles; (3) there are significant interactions between the use of learning strategies and cognitive style on learning outcomes.