The effect of Kumon learning model on mathematics learning outcomes in cognitive style view

Abstract

This study aimed to determine the effect of Kumon learning model on mathematics learning outcomes in cognitive style view in the Eighth grade students of SMPN 21 Makassar. The research design was quasi experiment with factorial design. The population of this study was the Eighth grade students of SMPN 21 Makassar and the sample technique used was random sampling. The instruments of this study were mathematics learning achievement test, which was divided into pretest and posttest, and GEFT (Get Embed Figure Test) which aimed to categorize the students into two types, FI (field independent) and FD (field dependent). The results indicated that the average improvement of mathematics learning outcomes by applying Kumon model in experimental class increased 34.06% and only 28.83% for control class in the eighth grade students of SMPN 21 Makassar. It could be concluded that the students with FI cognitive style using Kumon model had higher learning outcomes than the students with FI cognitive style taught without Kumon model. And the researcher did not find any significant differences on the students’ learning outcomes of FD cognitive styles in experimental class and control class. Therefore, it could be concluded that Kumon learning model affected the mathematics learning outcomes in cognitive style view in the Eighth grade students of SMPN 21 Makassar.

Combination of NHT and CTL Type Cooperative Learning in Improving Mathematical Literacy Ability in View of Cognitive Style

“…In this regard, previous research results tend to be varied and inconsistent [14]. ome studies conclude that internal interventions, for example the application of certain learning methods, only affect students with FI cognitive styles [15], other studies actually show the opposite [16]. Regarding the inconsistencies in the results of this research, it can be suspected that there are other factors that influence student learning outcomes, such as interest, resilience, and so on which are not strictly controlled.…”

Does Cognitive Style Affect Mathematics Creative Thinking Ability?

“…Some studies show that external intervention, such as specific learning methods, only affects student achievement with a field-dependent cognitive style [7]. In contrast, other studies show the opposite [8]. In addition, research also finds that external intervention positively affects learning achievement in mathematics, both field-independent and field-dependent cognitive styles [9].…”

“…In addition to inconsistencies, studies on the impact of cognitive style still need to be more general. So far, studies on cognitive style have mostly looked at its impact on mathematics learning achievement [5]- [8], [10]. In contrast, mathematics learning achievement is a combination of various more specific mathematical abilities such as problem-solving abilities [11], reasoning and proof [12], communication [13], connections [14], representation [15], critical thinking [16], and creativity [17].…”