Proceedings of the the 3rd Annual Conference of Engineering and Implementation on Vocational Education, ACEIVE 2019, 16 November 2019, Universitas Negeri Medan, North Sumatra, Indonesia

Research Article

The Influence of Learning Models and Cognitive Styles on Geography Learning Outcomes at SMAN 2 Percut Sei Tuan

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  • @INPROCEEDINGS{10.4108/eai.16-11-2019.2293255,
        author={Zuilen V Bay Sinaga and Abdul Hamid K and Sugiharto  Sugiharto},
        title={The Influence of Learning Models and Cognitive Styles on Geography Learning Outcomes at SMAN 2 Percut Sei Tuan},
        proceedings={Proceedings of the the 3rd Annual Conference of Engineering and Implementation on Vocational Education,  ACEIVE 2019,  16 November 2019, Universitas Negeri Medan, North Sumatra, Indonesia},
        publisher={EAI},
        proceedings_a={ACEIVE},
        year={2020},
        month={3},
        keywords={learning model problem based learnig model learning stad learning model cognitive style and learning outcomes},
        doi={10.4108/eai.16-11-2019.2293255}
    }
    
  • Zuilen V Bay Sinaga
    Abdul Hamid K
    Sugiharto Sugiharto
    Year: 2020
    The Influence of Learning Models and Cognitive Styles on Geography Learning Outcomes at SMAN 2 Percut Sei Tuan
    ACEIVE
    EAI
    DOI: 10.4108/eai.16-11-2019.2293255
Zuilen V Bay Sinaga1,*, Abdul Hamid K1, Sugiharto Sugiharto1
  • 1: Education Technology Postgraduate Universitas Negeri Medan, Indonesia
*Contact email: zuilenvanboy16@gmail.com

Abstract

This study aims to: (1) Know the learning outcomes of students who are learning gography learning with problem based learning models and STAD learning models (2) to find out the geography learning outcomes of students who have independent cognitive styles, and dependent cognitive styles (3) know the interactions between learning models with cognitive styles in influencing student learning outcomes in geography. This research is a quasi-experimental research. Student learning outcomes taught by the problem based learning model are higher than students who are taught with the STAD learning model