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The Effect of Problem-Based Learning by Cognitive Style on Critical Thinking Skills and Students' Retention

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Title: The Effect of Problem-Based Learning by Cognitive Style on Critical Thinking Skills and Students' Retention
Language: English
Authors: Arifin, Syamsul (ORCID 0000-0002-7852-5814), Setyosari, Punadji (ORCID 0000-0003-0187-9785), Sa'dijah, Cholis (ORCID 0000-0002-0264-8578), Kuswandi, Dedi (ORCID 0000-0003-1005-6641)
Source: Journal of Technology and Science Education. 2020 10(2):271-281.
Availability: Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Peer Reviewed: Y
Page Count: 11
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Cognitive Style, Multimedia Instruction, Teaching Methods, Critical Thinking, Comparative Analysis, High School Students, Problem Based Learning, Direct Instruction, Mathematics Instruction, Retention (Psychology), Thinking Skills, Instructional Effectiveness, Correlation, Foreign Countries
Geographic Terms: Indonesia
Assessment and Survey Identifiers: Group Embedded Figures Test
ISSN: 2014-5349
Abstract: The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. The subjects of this research are students in three senior high schools with two classes samples in each school. There are 102 students of control class with a Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instruments of this research are test and questionnaires. The hypotheses were tested using factorial multivariate of covariance (MANCOVA) analysis. The findings of this research, there was a significant difference in student critical thinking skills and retention between groups of the student with Field Dependent (FD) and Field Independent (FI) cognitive styles. Students with Field Independent cognitive styles have better critical thinking and retention than student with Field Dependent cognitive styles. There was a significant difference in student critical thinking skills and retention between the group of students with Direct Instruction model and Problem Based Learning model. Students who learn with Problem-Based Learning model better than students who learn with multimedia-assisted Direct Instruction learning model.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1272819
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1272819
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  Data: The Effect of Problem-Based Learning by Cognitive Style on Critical Thinking Skills and Students' Retention
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  Data: <searchLink fieldCode="AR" term="%22Arifin%2C+Syamsul%22">Arifin, Syamsul</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7852-5814">0000-0002-7852-5814</externalLink>)<br /><searchLink fieldCode="AR" term="%22Setyosari%2C+Punadji%22">Setyosari, Punadji</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0187-9785">0000-0003-0187-9785</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sa'dijah%2C+Cholis%22">Sa'dijah, Cholis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0264-8578">0000-0002-0264-8578</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kuswandi%2C+Dedi%22">Kuswandi, Dedi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1005-6641">0000-0003-1005-6641</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Technology+and+Science+Education%22"><i>Journal of Technology and Science Education</i></searchLink>. 2020 10(2):271-281.
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  Data: Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Label: Assessment and Survey Identifiers
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– Name: Abstract
  Label: Abstract
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  Data: The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. The subjects of this research are students in three senior high schools with two classes samples in each school. There are 102 students of control class with a Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instruments of this research are test and questionnaires. The hypotheses were tested using factorial multivariate of covariance (MANCOVA) analysis. The findings of this research, there was a significant difference in student critical thinking skills and retention between groups of the student with Field Dependent (FD) and Field Independent (FI) cognitive styles. Students with Field Independent cognitive styles have better critical thinking and retention than student with Field Dependent cognitive styles. There was a significant difference in student critical thinking skills and retention between the group of students with Direct Instruction model and Problem Based Learning model. Students who learn with Problem-Based Learning model better than students who learn with multimedia-assisted Direct Instruction learning model.
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  Data: As Provided
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  Data: 2020
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  Data: EJ1272819
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 271
    Subjects:
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Multimedia Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
      – SubjectFull: Group Embedded Figures Test
        Type: general
    Titles:
      – TitleFull: The Effect of Problem-Based Learning by Cognitive Style on Critical Thinking Skills and Students' Retention
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            NameFull: Arifin, Syamsul
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            NameFull: Setyosari, Punadji
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            NameFull: Sa'dijah, Cholis
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