Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Prestasi Belajar Kimia Dan Konsep Diri Siswa SMA Ditinjau Dari Gaya Kognitif

The aims of this study were to analyze differences in (1) chemistry study achievement and students self-concept between students who studied through problem based learning (PBL) model and their counterparts who studied through exploration, elaboration, confirmation (EEC) learning model, (2) the interaction effect between the learning influence and cognitive styles, (3) chemistry study achievement and student's self-concept between students who studied through PBL model and their counterparts who studied through EEC learning model on students who have field independent cognitive style, and (4) chemistry study achievement and student's self-concept between students who studied through PBL model and their counterparts who studied through direct instruction learning model on students who have field dependent cognitive style. This study was an experimental and using the 2x2 factorial posttest-only control group design. The subject of this study were the student of the class X SMAN 1 Singaraja academic year 2011/2012. The selection of the class for this study was based on class intake technique. The data were analyzed by descriptive statistics and two way MANOVA. The results showed that (1) there are significant differences in learning model of chemistry study achievement and student's self-concept together (F=2.944, p<0.05), in which, chemistry study achievement and student's self-concept together showed significant differences between the learning model, (2) there are interaction between learning model and cognitive style and collectively equal to chemistry study achievement and self-concept students (F=47.456, p<0.05), (3) there are significant differences variable chemistry study achievement and student's self-concept for students who have field independent cognitive style (F=34.337, p<0.05), (4) there are significant differences variable in chemistry study achievement and student's self-concept for students who have field dependent cognitive style (F=17.912, p<0.05)