THE EFFECTS OF PROJECT BASED & GROUP INVESTIGATION LEARNING MODELS AND STUDENTS’ COGNITIVE STYLES TOWARD STUDENTS’ SCIENCE PROCESS SKILLS AND SELF DIRECTED LEARNING OF ECOSYSTEM TOPIC FOR GRADE 7TH SMP NEGERI 1 LABUHANDELI ACADEMIC YEAR 2014/2015

Dewi, Henny Puspita (2015) THE EFFECTS OF PROJECT BASED & GROUP INVESTIGATION LEARNING MODELS AND STUDENTS’ COGNITIVE STYLES TOWARD STUDENTS’ SCIENCE PROCESS SKILLS AND SELF DIRECTED LEARNING OF ECOSYSTEM TOPIC FOR GRADE 7TH SMP NEGERI 1 LABUHANDELI ACADEMIC YEAR 2014/2015. Masters thesis, UNIMED.

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1. NIM 8136174012 COVER.pdf - Published Version

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2. NIM 8136174012 LEMBAR PENGESAHAN.pdf - Published Version

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3. NIM 8136174012 ABSTRACT.pdf - Published Version

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4. NIM 8136174012 ACKNOWLEGEMENT.pdf - Published Version

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5. NIM 8136174012 TABLE OF CONTENTS.pdf - Published Version

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9. NIM 8136174012 LIST OF APPENDICES.pdf - Published Version

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Abstract

The research was conducted to analyze the effect of learning models and students’ cognitive style toward science process skills and self-directed learning of ecosystem topic at SMP Negeri 1 Labuhandeli. The results shown that; 1) The total of 99 students were divided into three different treatment classes; PjBL, Group Investigation and conventional learning model. They were enrolled on Embedded Figure Test (EFT).EFT test results shown 15.15% in PjBL class grouped as FD learner and 18.18% classified as FI students. As many as 13.13% in G.I class were grouped as FD and 20.20% was marked as FI. In the Conventional class as many as 25.25% classified as FD learner and about 8.08%. 2) There was significantly effects of learning models toward students’ science process skills (F=10.915; p=0.000; 0.000 < 0.05). Project Based Learning model was better than Group Investigation learning model better than conventional learning model to increase the science process skills of students. 3) There was significantly effects of cognitive styles toward science process skills. The Field Independent learner show the best performance in the PjBL class. The score gained of Field Independent students were higher than Field Dependent. 4) There was an interaction between learning models and cognitive styles toward science process skills. 5) There was also an effect of learning models toward self-directed learning FD and FI. 6) There was also an effect of cognitive styles toward students’ self-directed learning who have field dependent (FD) and Field Independent (FI). 7) There was an interaction between learning models and cognitive styles toward students’ self-directed learning.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIP
Thesis advisorDjulia, Ely196607241991032012
Thesis advisorHasruddin, 196404241989031027
Call Number: 577.071 Dew e
Keywords: Learning style; Mastery leraning; Cognitive style; Self direct learning
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QH Natural history > QH301 Biology
Q Science > QH Natural history > QH301 Biology > QH540 Ecology
Divisions: Program Pasca Sarjana > Pendidikan Biologi
Depositing User: Mrs Siti Nurbaidah
Date Deposited: 20 May 2016 08:58
URI: http://digilib.unimed.ac.id/id/eprint/5352

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