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dc.contributor.authorArifin, Syamsul
dc.contributor.authorSetyosari, Punadji
dc.contributor.authorSa’dijah, Cholis
dc.contributor.authorKuswandi, Dedi
dc.date.accessioned2020-12-22T08:20:05Z
dc.date.available2020-12-22T08:20:05Z
dc.date.issued2020-10
dc.identifier.citationArifin, S. [et al.]. The effect of problem-based learning by cognitive style on critical thinking skills and students' retention. "JOTSE: Journal of Technology and Science Education", Octubre 2020, vol. 10, núm. 2, p. 271-281.
dc.identifier.issn2013-6374
dc.identifier.issn2014-5349
dc.identifier.urihttp://hdl.handle.net/2117/334749
dc.description.abstractThe 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
dc.format.extent11 p.
dc.language.isoeng
dc.publisherOmniaScience
dc.rightsAttribution-NonCommercial 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge basat en problemes i projectes
dc.subject.lcshProblem solving
dc.subject.lcshProblem-based learning
dc.subject.lcshCritical thinking
dc.subject.otherProblem based learning
dc.subject.otherDirect instruction
dc.subject.otherCognitive style
dc.subject.otherCritical thinking skills
dc.subject.otherStudent retention
dc.titleThe effect of problem-based learning by cognitive style on critical thinking skills and students' retention
dc.typeArticle
dc.subject.lemacSolució de problemes -- Ensenyament
dc.subject.lemacAprenentatge basat en problemes
dc.subject.lemacPensament crític -- Ensenyament
dc.subject.lemacStudent retention
dc.identifier.doi10.3926/jotse.790
dc.identifier.dlB-2000-2012
dc.description.peerreviewedPeer Reviewed
dc.rights.accessOpen Access
local.citation.publicationNameJOTSE: Journal of Technology and Science Education
local.citation.volume10
local.citation.number2
local.citation.startingPage271
local.citation.endingPage281


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