Kusmiyati, Punaji Setyosari, I. Nyoman Sudana Degeng, Sulton
This study aims (1) to analyze whether there are differences in problem solving abilities of students who are studied using problem-based learning models (PBL) ill structured with problem-based learning (PBL) well structured, (2) to analyze whether there are differences in problem solving skills between students which has cognitive style Independent Field and Dependent Field. (3) Analyze the interaction of problem-based learning models and cognitive styles towards problem-solving abilities. This study was a quasi-experimental study with two posttest pretest design groups. The subject of the study involved 128 XI IPS students of SMAN 10 and 19 Surabaya 2017/2018 academic year. Data were analyzed using ANOVA. The instruments used were GEFT cognitive tests and cognitive tests. The results showed (1) there were differences in learning outcomes of groups of students taught with PBL ill structured and groups of students taught with PBL well structured; (2) there are differences in the results of learning problem solving groups of students who have a field independent cognitive style and a field dependent cognitive style; (3) there is no interaction between PBL learning models and cognitive style towards problem solving abilities. © IAEME Publication.
Learning Technology, State University of Malang, Indonesia FKIP Unitomo Surabaya, Indonesia; Learning Technology, State University of Malang, Indonesia
