Writing Motivation and The Ability in Writing a Research Proposal of Generation Z Students Based on Cognitive Style

Andheska, Harry; Suparno, Suparno; Dawud, Dawud; Suyitno, İmam

doi:10.17478/jegys.651436

Cited by 15 publications

(15 citation statements)

References 38 publications

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“…It can be concluded that the students with the cognitive style of FD have better ability in the learning outcomes on the concept of understanding than the students with the cognitive style of FI. On the contrary, the students with the cognitive style of FD have the learning outcomes on concept application better than the students with cognitive style (Andheska et al, 2020). This factual evidence supports the previous studies that the cognitive style is important to be one of many considerations in choosing the strategy and the use of instructional media (Margunayasa et al, 2019;Marwazi et al, 2019).…”

Section: Sourcesupporting

confidence: 78%

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

Safaruddin

Degeng

Setyosari

et al. 2020

JPII

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The purpose of this study is to find out the effect of PjBL with WBL media as an instructional strategy and direct instructional (DI) strategy on the understanding (intercept) and the concept application of science-integrated learning media. The method of this research is Quasi-Experimental with 2x2 factorial design. The number of respondents is 110 pre-service teachers consisting of 68 respondents for the experimental class and 42 respondents for the control class. The sampling technique is purposive sampling with a class as an experimental class and another class as a control class. MANOVA is used to analyze the data. The result of the test shows that: (1) there is a difference in the average score of learning outcomes in understanding and science-integrated conceptual application among pre-service teachers who are taught with Web-based PjBL and DI strategies. The average score of understanding the concept of developing science-integrated learning media with a Web-based PjBL strategy is 88.81, DI is 85.69. The average score of the concept application with Web-based PjBL strategy is 89.07, DI is 85.69; (2) there are differences in the average score of understanding learning outcomes and the application of the concept of developing science-integrated learning media between pre-service teachers who have a cognitive style of FD and FI. The average score of understanding the concept of FD is 88.08, FI is 86.12. The average score of the concept application FD is 87.37, FI is 88.29. From these data, it can be concluded that the Web-based PjBL strategy has a better contribution than DI in improving the learning outcomes of understanding and application of the concept of developing science-integrated learning media.

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Section: Sourcesupporting

confidence: 78%

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

Safaruddin

Degeng

Setyosari

et al. 2020

JPII

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“…Language skills such as reading and writing are closely related to critical thinking activities (Ataç, 2015;Dewi et al, 2019). It is also in line with research which states that there is a very close relationship between quality writing and critical thinking skills (Andheska et al, 2020;Hunanda Kuswandari, 2018;Sinaga & Feranie, 2017). Before knowing how students can put their critical thinking skills into oral and written language, they certainly need to know about their critical thinking abilities (Abdurrahman et al, 2019).…”

Section: Introductionsupporting

confidence: 78%

“…The critical thinking ability is able to help students reasoning to solve problems (Jatmiko et al, 2018). At universities, students must pass the classes with good grades and be able to solve all academic and personal problems (Andheska et al, 2020). Therefore, students need to develop their critical thinking skills in facing various academic difficulties (Marni̇ et al, 2019;Serin, 2013a).…”

Section: Introductionmentioning

confidence: 99%

Students’ critical thinking skills based on gender and knowledge group

Marni¹,

Aliman²,

ROEKHAN³

et al. 2020

tused

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The study aimed to measure the validity of critical thinking instruments and determined the differences in critical thinking skills in terms of gender and knowledge group. The study was used survey method. Critical thinking instruments were developed based on the Facoine (2015)'s indicators of critical thinking. Data were obtained from 285 respondents (N = 285) of first-year students who took Indonesian language courses. Respondents consisted of 78 male and 207 female students. The 25 questions in critical thinking instruments were claimed valid and homogeneous with r count of 0.266. Data were analyzed using nonparametric statistics of Mann-Withney test in SPSS version 21 application for Windows. There was no significant difference in students' critical thinking skills in gender differences and knowledge groups. Result of the study showed that 22 sub-indicators of students' critical thinking was found similarity in gender and 20 sub-indicators also found similarity in knowledge group. The study supported the new paradigm that students regardless of gender differences and science clusters needed critical thinking skills. Based on learning context in various science groups, there was no need to differentiate gender even though there were differences in the number of a certain gender in one class.

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“…Based on the results of the study found that the learning styles that exist in the young gifted students in Islamic learning both urban and rural are very diverse, and obtained high scores both auditory, visual and kinesthetic. This indicates that learning styles in young gifted children have a variety of learning (Andheska, Suparno, Dawud & Suyitno, 2020), and does not depend on one learning style (Kuo, Maker, Su & Hu, 2010;Mooij, 2013). Of course, this is very good for young children who are gifted, where they can be easily guided by teachers with a variety of diverse methods and approaches to learning.…”

Section: Discussionmentioning

confidence: 94%

Learning style and motivation: gifted young students in meaningful learning

Zubaedi¹,

Amin²,

Asiyah³

et al. 2021

Journal for the Education of Gifted Young Scientists

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This study aims to look at how the learning styles of young gifted students in Islamic education which is meaningful learning, then also see how the learning motivation, and how the influence of learning styles of learning motivation of the young gifted students. This research is a mixed study using a sequential explanatory approach. The sample of this study is the children of the young gifted students at Elementary education level, which focuses on Islamic learning. This research was conducted in two different places, namely in urban areas and in rural school areas. Researchers used a purposive sampling technique to get a number of samples, based on the technique were used, obtained by 108 students participating, with 57 students from urban school areas and 51 students from rural school areas based on the grades given by the teacher. Two types of instruments have been used in this study, namely questionnaires relating to learning styles and student motivation, as well as in-depth interview guides. The questionnaire uses a Likert scale of 5 with a Cronbach alpha value of 0.81 for the learning style questionnaire and 0.79 for the student learning motivation questionnaire. Data analysis in the form of descriptive statistics such as mean, frequency, percentage, standard deviation, min and max, and inferential statistics such as simple regression and independent sample t-test was used to answer the question of the study. The results show that the learning styles of the young gifted students in Islamic learning are very varied and good, both urban and rural school areas. Motivational results also show very good results where students feel motivated by meaningful learning both in urban school areas and rural school areas. Furthermore, further analysis shows the significant influence of student learning styles on student motivation. Independent sample t-test also shows that there are differences in the mean of students' learning styles and motivation among students who study in urban areas and students who study in rural areas, which have higher motivation and learning styles in urban students compared to students who study in rural areas. Lastly, researchers hope that further research will examine the Indonesian young gifted students, especially research, such as learning styles with student learning outcomes, or motivation towards learning outcomes, which focus on Islamic learning with the implementation of meaningful learning.

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Writing Motivation and The Ability in Writing a Research Proposal of Generation Z Students Based on Cognitive Style

Cited by 15 publications

References 38 publications

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

Students’ critical thinking skills based on gender and knowledge group

Learning style and motivation: gifted young students in meaningful learning

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