The Effect of Assessment Model and Cognitive Style on the Students’ Achievement in Chemistry by Controlling Their Basic Knowledge (An Experimental Study on Senior High School Students in the City of Manado)

摘要

The purpose of this study was to explore the effect of the assessment model and cognitive style, and its interaction’effect toward the chemistry learning achievement by controlling the students’ basic knowledge. The experiment was conducted in SMA Negeri 2 and SMA Negeri 7 Manado with a sample of 88 students, which is taken by multistage random sampling technique. The method used is an experimental method to design treatment level and the data were analyzed by using ANKOVA at the significance level, ? = 0.05. The results of this research showed, after controlling for students' basic knowledge: 1) the achievement of the chemical study group of students who were given writing skills assessment model is higher than those who were given oral skills assessment model, 2) the achievement of the chemical study group of students who have cognitive style field independent higher than those who have field dependent cognitive style, 3) there is an interaction effect between assessment model and cognitive style to the chemistry learning achievement, 4) the achievement of chemical group of students with field independent cognitive style and they were given written skills assessment model higher than the group of those who were given oral skills assessment model, and 5) learning achievement of students were given a chemical group assessment model writing skills who have the cognitive style field independent is higher than the group of students who have a field-dependent cognitive style. Keywords: assessment model, cognitive style,chemistry learning achievement, students' basic knowledge