THE EFFECT OF PROBLEM BASED LEARNING WITH TEAM ASSISTED INDIVIDUALIZATION, PROBLEM BASED LEARNING WITH THINK PAIR SHARE, AND COGNITIVE MODELS ON LEARNING OUTCOMES
This study was to determine the effect of a combination of problem-based learning with team-assisted individualization, problem-based learning with think pair share, and cognitive style on learning outcomes. This type of research is a quasi-experimental design that uses a 2x2 factorial design. The r...
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Nurul Jadid University, Islamic Faculty
2023-11-01
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| Series: | Pedagogik: Jurnal Pendidikan |
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| Online Access: | https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/6459 |
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| author | Umi Wasilah Rufi’i Rufi’i Suhari Suhari |
| author_facet | Umi Wasilah Rufi’i Rufi’i Suhari Suhari |
| author_sort | Umi Wasilah |
| collection | DOAJ |
| description | This study was to determine the effect of a combination of problem-based learning with team-assisted individualization, problem-based learning with think pair share, and cognitive style on learning outcomes. This type of research is a quasi-experimental design that uses a 2x2 factorial design. The research population was XI Mathematics and Natural Science (MIPA) students in SMAN 1 Kraksaan and XI Mathematics and Natural Science (MIPA) of SMAN 1 Paiton Probolinggo, East Java, Indonesia, in 2022/2023. the samples were selected non-randomly, consisting of problem-based learning with team-assisted individualization (control) and PBL-TPS (experimental) groups. In both groups, given cognitive style test. The research instrument was 25 multiple-choice questions. Instrument validation is valid (0.89) and reliable (0.94). Posttest results were analyzed by two-way ANOVA test through SPSS v. 25. The study's results were; 1) There are differences in learning outcomes between problem-based learning with team-assisted individualization groups and problem-based learning with think pair share; 2) There are differences in learning outcomes between groups of cognitive style Field Dependent with cognitive style Field Independent; and 3) There is no interaction between learning models and cognitive styles on learning outcomes. |
| format | Article |
| id | doaj-art-af145f4871cb410ab1cc220c57c08386 |
| institution | Kabale University |
| issn | 2354-7960 2528-5793 |
| language | English |
| publishDate | 2023-11-01 |
| publisher | Nurul Jadid University, Islamic Faculty |
| record_format | Article |
| series | Pedagogik: Jurnal Pendidikan |
| spelling | doaj-art-af145f4871cb410ab1cc220c57c083862025-02-04T02:31:47ZengNurul Jadid University, Islamic FacultyPedagogik: Jurnal Pendidikan2354-79602528-57932023-11-0110211713410.33650/pjp.v10i2.64592298THE EFFECT OF PROBLEM BASED LEARNING WITH TEAM ASSISTED INDIVIDUALIZATION, PROBLEM BASED LEARNING WITH THINK PAIR SHARE, AND COGNITIVE MODELS ON LEARNING OUTCOMESUmi Wasilah0Rufi’i Rufi’i1Suhari Suhari2University of PGRI Adi Buana Surabaya, East JavaUniversity of PGRI Adi Buana Surabaya, East JavaUniversity of PGRI Adi Buana Surabaya, East JavaThis study was to determine the effect of a combination of problem-based learning with team-assisted individualization, problem-based learning with think pair share, and cognitive style on learning outcomes. This type of research is a quasi-experimental design that uses a 2x2 factorial design. The research population was XI Mathematics and Natural Science (MIPA) students in SMAN 1 Kraksaan and XI Mathematics and Natural Science (MIPA) of SMAN 1 Paiton Probolinggo, East Java, Indonesia, in 2022/2023. the samples were selected non-randomly, consisting of problem-based learning with team-assisted individualization (control) and PBL-TPS (experimental) groups. In both groups, given cognitive style test. The research instrument was 25 multiple-choice questions. Instrument validation is valid (0.89) and reliable (0.94). Posttest results were analyzed by two-way ANOVA test through SPSS v. 25. The study's results were; 1) There are differences in learning outcomes between problem-based learning with team-assisted individualization groups and problem-based learning with think pair share; 2) There are differences in learning outcomes between groups of cognitive style Field Dependent with cognitive style Field Independent; and 3) There is no interaction between learning models and cognitive styles on learning outcomes.https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/6459problem based learningcognitive modellearning outcomes |
| spellingShingle | Umi Wasilah Rufi’i Rufi’i Suhari Suhari THE EFFECT OF PROBLEM BASED LEARNING WITH TEAM ASSISTED INDIVIDUALIZATION, PROBLEM BASED LEARNING WITH THINK PAIR SHARE, AND COGNITIVE MODELS ON LEARNING OUTCOMES Pedagogik: Jurnal Pendidikan problem based learning cognitive model learning outcomes |
| title | THE EFFECT OF PROBLEM BASED LEARNING WITH TEAM ASSISTED INDIVIDUALIZATION, PROBLEM BASED LEARNING WITH THINK PAIR SHARE, AND COGNITIVE MODELS ON LEARNING OUTCOMES |
| title_full | THE EFFECT OF PROBLEM BASED LEARNING WITH TEAM ASSISTED INDIVIDUALIZATION, PROBLEM BASED LEARNING WITH THINK PAIR SHARE, AND COGNITIVE MODELS ON LEARNING OUTCOMES |
| title_fullStr | THE EFFECT OF PROBLEM BASED LEARNING WITH TEAM ASSISTED INDIVIDUALIZATION, PROBLEM BASED LEARNING WITH THINK PAIR SHARE, AND COGNITIVE MODELS ON LEARNING OUTCOMES |
| title_full_unstemmed | THE EFFECT OF PROBLEM BASED LEARNING WITH TEAM ASSISTED INDIVIDUALIZATION, PROBLEM BASED LEARNING WITH THINK PAIR SHARE, AND COGNITIVE MODELS ON LEARNING OUTCOMES |
| title_short | THE EFFECT OF PROBLEM BASED LEARNING WITH TEAM ASSISTED INDIVIDUALIZATION, PROBLEM BASED LEARNING WITH THINK PAIR SHARE, AND COGNITIVE MODELS ON LEARNING OUTCOMES |
| title_sort | effect of problem based learning with team assisted individualization problem based learning with think pair share and cognitive models on learning outcomes |
| topic | problem based learning cognitive model learning outcomes |
| url | https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/6459 |
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