Students' ability of understanding concepts and computational skill based on learning styles in the discovery learning model
Keywords:
computational skill, discovery learning, understanding conceptAbstract
This study aims to determine the effect of discovery learning model on conceptual understanding and computational skills based on students' learning styles. This research is a quasi-experiment. The samples used in this study were two classes, namely the experimental class using the discovery learning model and the control class using the direct learning model. The sampling technique was cluster random sampling. Data collection used a test method to measure the ability to understand concepts and computational skills and a questionnaire to categorize students' learning styles. The data analysis technique used multivariate analysis of variance (MANOVA). The results showed that: (1) conceptual understanding and computational skills who were given discovery learning was significantly better than students who were given direct learning; (2) there is no difference in conceptual understanding and computational skills of visual, auditory, and kinesthetic learning style students; (3) in visual, auditory, and kinesthetic learning styles, discovery learning produces better conceptual understanding and computational skills than direct learning; and (4) in discovery learning and direct learing, there is no difference in concept understanding and computational skills of visual, auditory, and kinesthetic learning style students.
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