PENGARUH PENDEKATAN PEMBELAJARAN DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR MATEMATIKA Studi Eksperimen Pada Siswa Kelas III Sekolah Dasar di Kecamatan Maritengnga’e Tahun 2015

The purpose of this study is to determine the effect of learning approach and cognitive style on learning outcomes in mathematics studies class III elementary students. This study is uses design by factorial 2 x 2. The samples are consisted of 69 student. The technique of data analysis are two ways analysis of variance (ANAVA) and followed by Tukey's test for significance level of α = 0, 05. To test the normality of the data using Lilliefors test and to test the homogenity of the data using the Bartlett test. Research results obtained are: 1) the results of mathematics studies in the group of students who were given a type of learning approach realistic mathematics education is higher than the group of students who were given problem based learning approach, 2) the results of mathematics studies in the group of students who have cognitive style field Independent is higher than the group of students who have cognitive style field dependent, 3) there is an interaction effect between the approach learning and cognitive style the results of mathematics studies, 4) Group of students who have cognitive style filed independent their mathematics studies result will be higher if it is teached by using a mathematics realistic approach than problem based learning approach, 5) Group of students who have cognitive style field dependent their mathematic studies result will be higher if it is teached by using a problem based learning approach than mathematics realistic approach, 6) in process learning using mathematics realistic approach their mathematics studies result will be higher in who have cognitive style field independent student than who have cognitive style field dependent, 7) in process learning using problem based learning approach their mathematics studies result will be higher in who have cognitive style field dependent student than who have cognitive style field independent