THE INFLUENCE OF PROBLEM BASED LEARNING TO STUDENTS’ COGNITIVE STYLE DYNAMIC ON ACID-BASE SOLUTION CONCEPT IN SENIOR HIGH SCHOOL

The activitiy of students and teachers are specific individual behaviors, each of which is called learning styles and teaching styles, which describe the personality styles of the individual concerned. However, most of the learning process in class are still held by the assumption that each learner is identical. Almost ignoring the uniqueness of each students’ learning style. Problem Based Learning is starting point of the process of learning based on reallife problems. These problems stimulated students to study the problem based on the knowledge and experience they have had previously (prior knowledge), so that prior knowledge of these will form the knowledge and new experience. This paper is a mixed method experiment, a pre-experimental design: the one group pre-test-post test experimental design with embedded design with 30 natural science students in Senior High School, SMA Negeri 3 Jambi. Cognitive Style’s has been obtained such as Analytic-Imagery, Analytic-Bimodal, Wholist-Imagery, Analytic-Verbalizer, Intermediate-Imagery, and Intermediate-Bimodal showed difference the cognitive style’s dynamic of students before and after intervention by using Cognitive Style Questionnaire for measure cognitive vulnerability and Problem Based Learning. Both has increased the chemistry learning’s outcome from 55,33% to 78.76%. The various dynamic is due to the high school adolescent students began to show that things become the focus of the ability to think hypothetically, counterfactual, and imaginative of adolescents although it was not easy to predict exactly when cognitive style that could change in intervention. Keywords: Problem Based Learning, Cognitive Style, Cognitive Style’s Dynami