The Effect of Multicultural Approach and Independent Learning Strategies on Learning Outcomes History Education

This study aims to determine the effect of contextual learning strategies and problem-based learning strategies; learning outcomes between students who have high independence and low independence; the interaction between learning strategies and independence towards the learning outcomes of the history of the multicultural approach. This research was carried out in the Historical Education Study Program. The results of the study show that: the average educational learning outcomes The history of students taught with the contextual learning learning strategy is higher than the problem-based learning strategy the average student history learning outcomes with high independence are higher than those of low independence; there is an interaction between learning strategies and student independence which gives a different influence on the learning outcomes of history. Thus the learning contextual learning strategy is more effectively applied in learning the history of multicultural approaches to improve learning outcomes without regard to differences in student independence