PENGARUH MODEL GUIDED DISCOVERY LEARNING DENGAN MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR GEOMETRI DITINJAU SELF REGULATED LEARNING DAN GAYA KOGNITIF SISWA SEKOLAH DASAR

ABDUL SHOLEH, . (2025) PENGARUH MODEL GUIDED DISCOVERY LEARNING DENGAN MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR GEOMETRI DITINJAU SELF REGULATED LEARNING DAN GAYA KOGNITIF SISWA SEKOLAH DASAR. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

PENGARUH MODEL GUIDED DISCOVERY LEARNING DENGAN MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR GEOMETRI DITINJAU SELF REGULATED LEARNING DAN GAYA KOGNITIF SISWA SEKOLAH DASAR ABDUL SHOLEH ABSTRAK Tujuan penelitian ini untuk mengetahui pengaruh model Guided Discovery Learning dengan model Problem Based Learning terhadap hasil belajar Geometri ditinjau Self-regulated Learning dan Gaya Kognitif Siswa Sekolah Dasar. Metode penelitian ini adalah metode quasi eksperimen dengan desain faktorial 2 jalur. Teknik pengambilan sampel dengan probability sampling berupa area cluster sampling berjumlah 167 siswa. Teknik pengumpulan data melalui tes dan angket. Teknik analisis data dengan analisis deskriptif, dan analisis inferensial melalui uji syarat berupa uji normalitas menggunakan Uji Shapiro-Wilk dan uji homogenitas menggunakan uji Levene’s. Uji signifikansi data menggunakan ANOVA dua jalur dan uji post host (uji Schefee) dengan taraf signifikan ά=0.05. Hasil penelitian yaitu (1) hasil belajar Geometri pada siswa yang belajar dengan model Guided Discovery Learning lebih baik daripada siswa yang belajar dengan model Problem Based Learning, (2) terdapat pengaruh interaksi antara model pembelajaran dan self- regulated learning terhadap hasil belajar Geometri, (3) terdapat pengaruh interaksi antara model pembelajaran dan gaya kognitif terhadap hasil belajar Geometri (4) hasil belajar Geometri pada siswa yang mempunyai self-regulated learning tinggi yang belajar dengan model GDL lebih baik daripada siswa yang mempunyai self-regulated learning tinggi yang belajar dengan model PBL, (5) hasil belajar Geometri pada siswa yang mempunyai self-regulated learning tinggi yang belajar dengan model GDL lebih baik daripada siswa yang mempunyai self-regulated learning tinggi yang belajar dengan PBL, (6) hasil belajar Geometri pada siswa yang mempunyai gaya kognitif field independent yang belajar dengan model GDL lebih baik daripada siswa yang mempunyai gaya kognitif field independent yang belajar dengan model PBL (7) hasil belajar Geometri pada siswa yang mempunyai gaya kognitif Field dependent yang belajar dengan model GDL lebih baik daripada siswa yang mempunyai gaya kognitif Field-Dependent yang belajar dengan model PBL. Model pembelajaran, Self Regulated Learning dan gaya kognitif berpengaruh signifikan terhadap hasil belajar Geometri. Kata Kunci: Guided Discovery Learning, Problem Based Learning, Self Regulated Learning, Gaya Kognitif, Hasil Belajar, Geometri (*****)THE EFFECT OF THE GUIDED DISCOVERY LEARNING MODEL WITH PROBLEM BASED LEARNING MODEL ON GEOMETRY LEARNING OUTCOMES REVIEWED BY SELF REGULATED LEARNING AND COGNITIVE STYLES OF ELEMENTARY SCHOOL STUDENTS ABDUL SHOLEH ABSTRACT The purpose of this study was to determine the effect of the Guided Discovery Learning and Problem Based Learning models on geometry learning outcomes in terms of Self-regulated Learning and Cognitive Styles of Elementary School Students. The method in this research is an experimental method with a 2 x 2 x 2 factorial design. The sampling technique used probability sampling in the form of area cluster sampling totaling 167 students. Data collection techniques through tests and questionnaires. Data analysis techniques with descriptive analysis, and inferential analysis through condition tests in the form of normality tests using the Shapiro-Wilk Test and homogeneity tests using the Levene's test. Data significance tests using two-way ANOVA and post host tests (Schefee tests) with a significance level of ά = 0.05. The results of the research are: (1) Geometry learning outcomes for students who learn using the Guided Discovery Learning model are greater than for students who learn using the Problem Based Learning model, (2) There is an interaction effect between learning models and self-regulated learning on geometry learning outcomes, (3) There is an interaction effect between learning models and cognitive styles on geometry learning outcomes, (4) geometry learning outcomes for students who have high self-regulated learning who study with the GDL are greater than students who have high self-regulated learning who study with the PBL model, (5) geometry learning outcomes for students who have high self-regulated learning who study with the GDL model are greater than students who have high self- regulated learning who study with PBL, (6) Geometry learning outcomes for students who have a field independent cognitive style who study with the GDL model are greater than students who have a field independent cognitive style who study with the PBL model, (7) Geometry learning outcomes for students who have a Field dependent cognitive style who study with the GDL model are greater than students who have a Field-Dependent cognitive style who study with the PBL. Learning models, self-regulated learning and cognitive styles have a significant influence on Geometry learning outcomes.. Keywords: Guided Discovery Learning, Problem Based Learning, Self Regulated Learning, Cognitiv Style, Learning Outcomes, Geometry

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof. Dr. Awaluddin Tjalla, M.Pd.; 2). Prof. Dr. Yurniwati, M. Pd.
Subjects:	Pendidikan > Pendidikan Dasar
Divisions:	PASCASARJANA > S3 Pendidikan Dasar
Depositing User:	Users 27216 not found.
Date Deposited:	05 Mar 2025 06:23
Last Modified:	05 Mar 2025 06:23
URI:	http://repository.unj.ac.id/id/eprint/54645

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