THE INFLUENCE OF COGNITIVE STYLE AND INDEPENDENT LEARNING ON STUDENTS’ LEARNING OUTCOMES IN MECHANICS COURSE
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Dr. Prayekti, Drs. Raden Sudarwo, M.Pd
cognitive learning, dependent, independent learning, learning outcomes
Students of Physics Education Department, Faculty of Teacher Training and Education in Indonesia Universitas terbukaare expected to be independent in learning all of the offered modules. They are the instructional materials specifically designed for the Physics Education Department. Therefore, this research study was conducted to identify the effect of the students’ learning styles and level of independent learning on the students’ learning outcomes in Mechanics course. Data collection was conducted at the Distance Learning Program Unit in Purwokerto as it is a unit with quite a lot of students taking the Physics Education course in all semesters and the numbers of face-to-face tutorials as well as experiments in the laboratory are high. They were all used as the subjects of this research. The data obtained were later analyzed using SPSS for Windows 2.0 software. The results showed a significant correlational value at 0.000<α = 5% between the students cognitive learning styles and their learning outcomes. It could be said that the students’ cognitive learning styles significantly affected the students’ learning outcomes in Mechanics course. However, the learning independence variable had no significant correlation with the students’ learning outcomes; the significance level of the dependent cognitive learning style variable was 0.007<α = 5%. Meanwhile, the interaction between cognitive learning style and independent learning was shown to be influencing the students’ learning outcomes in Mechanics course.