Pengaruh Model Pembelajaran Auditory Intellectually Repetition (AIR) Hasil Belajar Matematika Siswa Kelas Xi IPA SMA Negeri 14 Pekanbaru Ditinjau Berdasarkan Dari Gaya Kognitif

This research aims to know the influence of learning outcame model Auditory Intellectually Repetition (AIR) against the learning out of math class XI IPA SMA Negeri 14 Pekanbaru reviewed based on cognitive style. This type of research is quasi experiment with non equivalent control group design using a purposive sampling technique. The population in this research is the entire class XI SMA Negeri 14 Pekanbaru school year 2018/2019. While the sample in this research is the class XI IPA 2 as class experiments and class XI IPA 3 as the class of the control. This type of research is quasi experiment with non equivalent control group design using a purposive sampling technique.Data collection instruments used in this research is a pretest and posttest sheet, sheet test of cognitive style GEFT, and the observation implamentation sheet learning process. Data collection techniques used in this research is the techniques tests and techniques for non test. Data analysis techniques used are descriptive statistical analyses and inferensial statistical analysis. The results showed that: (1) There is the influence of learning model Auditory Intellectually Repetition (AIR) toward the learning out of math class XI IPA SMA Negeri 14 Pekanbaru; (2) There is the influence of learning models Auditory Intellectually Repetition (AIR) against the learning outcomes class XI IPA SMA Negeri 14 Pekanbaru reviewed based on cognitive style Field-Independent; (3) There is no influence of learning models Auditory Intellectually Repetition (AIR) against the learning outcomes class XI IPA SMA Negeri 14 Pekanbaru reviewed based on cognitive style of Field-Dependent. Based on the results of these studies it can be concluded that the Auditory Intellectually Repetition learning model on the learning outcomes of students of class XI IPA 14 Pekanbaru Senior High School has more influence on the cognitive style of Field-Independent