EFFECTIVENESS OF COLLEGIATE LEARNING ASSESSMENT TASK-BASED EBOOK TO EMPOWER CRITICAL EXPLANATORY WITH DIFFERENT PROBLEM-SOLVING STYLE TYPES

Abstract

This study has three aims: (1) test the effectiveness of using an ebook based on the Collegiate Learning Assessment (CLA) Task to empower critical explanatory ability; (2) examine the influence of problem-solving style differences on critical explanatory ability; and (3) assess the interaction between the use of CLA Task-based Ebooks and problem-solving styles on critical explanatory ability. This study used a quasi-experimental design and 4×3 factorial design. The instrument was an essay test and Problem Solving Style Questionnaire (PSSQ). ANCOVA was used for data analysis (p = 0.05). This study concludes that: (1) CLA Task-based ebooks are more effective at empowering critical explanatory capabilities than PowerPoint-based CLA Tasks and PowerPoint-based conventional media; (2) Students with the problem-solving Assimilator type have a higher critical explanatory ability value than Diverger, Converger, and Accommodator types; and (3) The interaction between students who use CLA Task-based Ebook media with the problem-solving style Assimilator type has a higher average value of critical explanatory ability than other combinations.