Reflector and Pragmatic Learning Styles in Learning Value Clarification Technique (VCT) and Direct Instruction (DI)

This study used a quasi-experimental research type (quasiexperimental)
with a 2 x 2 factorial design. The research sample
was taken by cluster random sampling where one group was
treated with the VCT learning model with a sample size of 50
people and one group was treated with the DI learning model with
the number of a sample of 51 people. The data collection
instruments used were Civics learning outcomes test and learning
style questionnaire. The results of hypothesis testing conclude that:
1) There is an influence of the interaction between the learning
model and student learning styles on learning outcomes, 2) the
learning outcomes of students who have a reflector learning style
learned with the VCT learning model are higher than those taught
with the DI learning model.