Comparative Analysis of Prospective Physics Teachers’ Learning Achievement in Terms of Cognitive Style (Field Dependent and Field Independent)

Authors

Ahmad Busyairi , Ahmad Harjono , Himawati Hikmawati , Muhammad Zuhdi

DOI:

10.29303/jpft.v8i1.3505

Published:

2022-05-31

Issue:

Vol. 8 No. 1 (2022): January-June

Keywords:

Cognitive Style, Field Dependent, Field Independent, Learning Achievement

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How to Cite

Busyairi, A., Harjono, A., Hikmawati, H., & Zuhdi, M. (2022). Comparative Analysis of Prospective Physics Teachers’ Learning Achievement in Terms of Cognitive Style (Field Dependent and Field Independent). Jurnal Pendidikan Fisika Dan Teknologi, 8(1), 42–47. https://doi.org/10.29303/jpft.v8i1.3505

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Abstract

This study aims to determine the comparison of student achievement with field-dependent (FD) and field-independent (FI) cognitive styles. The method used in this research is a comparative descriptive method with a quantitative approach. The sample consisted of 30 prospective physics teacher students who were studying at the University of Mataram. Research data were taken using the Group Embedded Figure Test (GEFT) and documentation of the study result card (SRC). GEFT is used to determine cognitive style while documentation is used to determine the cumulative achievement index (CAI) of students. Based on the results of the t-test at the 95% confidence level (α = 0.05) with the degree of independence (dk =   2= 28), it shows that there are significant differences in learning achievement between FI and FD students. The average learning achievement of FI students (CAI = 3.15) tends to be better than that of FD students (CAI = 3.37).

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Author Biographies

Ahmad Busyairi, Universitas Mataram

Ahmad Harjono, University of Mataram

Physics Education Study Program

Himawati Hikmawati, University of Mataram

Physics Education Study Program

Muhammad Zuhdi, University of Mataram

Physics Education Study Program

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