The Effects on Problem Based Learning Strategy, Direct Learning and Learning Activeness towards Learning Academic Skills Five Grader Of SDK STA. Maria Assumpta Kupang

learning paradigm embraced by teachers as the learning tools appear at learning strategy applied in managing learning. The application of learning strategies that are less precise, rarely involve learners to be active in the learning process, and learning that tends to be monotonous will affect the learning outcomes of learners in the subjects studied. This study purposed to determine the extent of the main influence and interaction influence of learning strategies and learning activeness towards academic skills of learners. The study implemented is a quasi-experimental, with the research design version nonequivalent control group design. Subjects of the research were learners in class V SDK Sta. Maria Assumpta Kupang amounted to 102 people (3 classes). The data collected were processed by using the technique of inferential statistics using analysis of variance (Anova) two lanes 2 x 2. The results of this study showed that: (1) there are differences in academic skills between groups of learners that learned using a strategy of problem-based learning with group of learners that learned using direct learning strategy, (2) there are differences in academic skills between groups of learners who have high learning activeness with groups of learners who have low learning activeness, and (3) there is no interaction between learning strategy and the learning activeness towards academic skills of learners