Improving Problem Solving Skills Through Problem-Based and Problem-Solving Learning Models Viewed From Cognitive Style in Social Science Learning

摘要

This study aimed to examine (1) the significance of the difference in the influence of problem-based and problem-solving learning models for solving problems in social studies learning in Yogyakarta State Junior High School, (2) the significance of the difference in the influence of field-dependent and independent cognitive styles to solve problems in social studies learning in Yogyakarta, and (3) the significance of the interaction of influence between learning models and students' cognitive styles on problem solving skills in social studies learning in Yogyakarta State Junior High Schools. This study used a quasi-experimental quantitative approach with a 2x2 factorial design. The subjects of this study were two learning groups, namely class VIII E of State Junior High School 2 Yogyakarta who learn to use the problem-based learning model and class VIII G of State Junior High School 16 Yogyakarta who learn to use problem-solving learning model. The results of this study indicate (1) there is no significant difference in the influence of problem-based and problem-solving learning models on improving problem-solving skills in social studies learning in Yogyakarta State Junior High School with a significance value of 0.117> 0.05, (2) there is no significant difference in the influence between field-dependent and independent cognitive styles on improving problem-solving skills in social studies learning in Yogyakarta State Junior High Schools with a significance value of 0.332> 0.05; and (3) there is no interaction in the influence of the learning models and cognitive styles on improving problem-solving skills in social studies learning in Yogyakarta State Junior High School with a significance value of 0.117> 0.05.