The Effect of Learning Strategy and Thinking Style on the Students Achievement in Biology
Reinhard Estrada Siahaan, R. Mursid, Sahat Siagian
Reinhard Estrada Siahaan
Available Online December 2018.
- https://doi.org/10.2991/aisteel-18.2018.183How to use a DOI?
- Learning strategy, thinking style, biology learning achievement
- This study aims firstly to find out the difference of biology learning achievement of students applied problem based learning strategy and expository learning strategy, secondly to discover the differences of learning achievement between the students with sequential thinking style and students with random thinking style, thirdly to determine the presence or absence of interaction between learning strategies and thinking styles in influencing students biology learning achievement. The population in the study was all students of grade XI IPA (science program) consisted of 108 students. The sample in this study was taken by cluster random sampling. The research method was experimental method with 2x2 factorial design. The data analysis technique used was a two way analysis of variance. The research findings showed, first, the biology learning achievement of the students by using problem based learning strategy was higher than the students biology learning achievement by using expository learning strategy. Second, the biology achievement of students with sequential thinking style were higher than students with random thinking style. Third, there was interaction between learning strategy and thinking style in influencing student biology learning achievement.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Reinhard Estrada Siahaan AU - R. Mursid AU - Sahat Siagian PY - 2018/12 DA - 2018/12 TI - The Effect of Learning Strategy and Thinking Style on the Students Achievement in Biology BT - Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018) PB - Atlantis Press SP - 839 EP - 842 SN - 2352-5398 UR - https://doi.org/10.2991/aisteel-18.2018.183 DO - https://doi.org/10.2991/aisteel-18.2018.183 ID - Siahaan2018/12 ER -