Juliati Koesrini, I. Nyoman Sudana Degeng, Punaji Setyosari, Atti Yudiernawati
Problem-based learning (PBL) are very effective in nursing schools, because nursing students will face problems when they provide nursing care. Important problems that often occur in learning activities are learning outcomes. One of the characteristics of students that is important to understand and think about by lecturers is cognitive style. This study discusses PBL learning strategy and cognitive styles on learning outcomes in the nursing diploma III program, using a quasi-experimental design. The results: (1) there were significant differences in the learning outcomes of understanding basic nursing concepts between PBL group and DI group, (2) there were significant differences in understanding concepts between FI group and FD group, (3) there was an interaction between PBL learning strategies and strategies for learning with cognitive styles FI and FD. Thus PBL has advantages over DI in achieving learning outcomes understanding concepts depends on cognitive style. Educational institutions are expected to make policy policies to improve the quality of learning, especially in developing student-centered learning strategies. © 2019, Indian Journal of Public Health Research and Development. All rights reserved.
Department of Learning Technology, Malang State University, Health Polytechnic of RS dr. Soepraoen of Malang, Indonesia; Department of Learning Technology, Malang State University, Indonesia; Department of Nursing, Health Polytechnic of Malang, Indonesia
