The effect of problem-based learning strategies and cognitive styles on junior high school students' problem-solving abilities

Abstract

This study aims to examine the effect of Problem Based Learning learning strategies, cognitive styles, and their interaction on students' problem-solving ability in social studies subjects. The type of this research is a quasi-experiment with nonequivalent control group design. The number of samples used was 120 students consisting of 60 students in the experimental class (2 classes) with the implementation of Problem Based Learning strategies and 60 students in the control class (2 classes) with the Direct Instruction strategy treatment. The research data was collected by the Group Embedded Figures Test (GEFT) instrument and problem-solving tests. The data analysis technique used is the Multivariate Analysis of Variance (MANOVA). This research resulted in several findings. Among them is a significant difference in students' solving abilities based on the application of learning strategies. Second, there is a significant difference in students' Problem-Solving abilities based on cognitive styles. Additionally, there was no correlation between learning strategies and cognitive styles on students' problem-solving abilities.