The effect of problem-based learning by cognitive style on critical thinking skills and students' retention

Abstract

The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. The subjects of this research are students in three senior high schools with two classes samples in each school. There are 102 students of control class with a Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instruments of this research are test and questionnaires. The hypotheses were tested using factorial multivariate of covariance (MANCOVA) analysis. The findings of this research, there was a significant difference in student critical thinking skills and retention between groups of the student with Field Dependent (FD) and Field Independent (FI) cognitive styles. Students with Field Independent cognitive styles have better critical thinking and retention than student with Field Dependent cognitive styles. There was a significant difference in student critical thinking skills and retention between the group of students with Direct Instruction model and Problem Based Learning model. Students who learn with Problem-Based Learning model better than students who learn with multimedia-assisted Direct Instruction learning model