Effect of Group Investigation Model and Cognitive Style on History Learning Outcomes After Controlling Students’ Initial Ability

DOI

10.2991/assehr.k.211110.152How to use a DOI?

Keywords

Initial Knowledge; Group Investigation Model; Cognitive Style; History Learning Outcomes

Abstract

This study aims to determine the effect of the Group Investigation learning model and cognitive style (Field Independent and Field Dependent) on the learning outcomes of history after controlling the students’ initial abilities. This research was conducted at SMA Negeri 1 Kisaran, Asahan Regency in the even semester of the 2020/2021 academic year. The sample of this study was 36 people who were taken by cluster random sampling technique. The results showed that (1) the students’ history learning outcomes who had Field Independent cognitive styles were higher than those who had Field Dependent cognitive styles after controlling for students’ initial abilities, (2) There was an interaction effect between the Group Investigation learning model and cognitive styles on the results of learning history after controlling the students’ initial abilities. The results of this study are addressed to the Asahan District Education Office so that it is necessary to continuously provide direction, training, and assistance in managing history learning activities for teachers. It is necessary for teachers and students to be equipped with guidebooks for using the Group Investigation model, to use the Group Investigation learning model, socialization in the History MGMP forum, seminars, and efforts to improve the ability to write journals related to education and student learning outcomes is necessary.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Bambang Gulyanto
AU  - Harun Sitompul
AU  - Abdul Hasan Saragih
PY  - 2021
DA  - 2021/11/22
TI  - Effect of Group Investigation Model and Cognitive Style on History Learning Outcomes After Controlling Students’ Initial Ability
BT  - Proceedings of the 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021)
PB  - Atlantis Press
SP  - 619
EP  - 627
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211110.152
DO  - 10.2991/assehr.k.211110.152
ID  - Gulyanto2021
ER  -