Rahma Kurnia Sri Utami
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Journal : Jurnal Teknologi Informasi Komunikasi Pendidikan

PERBEDAAN RERATA PENINGKATAN PRESTASI BELAJAR MAHASISWA DENGAN STRATEGI BELAJAR MANDIRI DAN GAYA BELAJAR Sri Utami, Rahma Kurnia; Sumitro, Bambang; Herpratiwi, Herpratiwi
Jurnal Teknologi Informasi Komunikasi Pendidikan Vol 2, No 1 (2014): Jurnal Teknologi Informasi Komunikasi Pendidikan
Publisher : Jurnal Teknologi Informasi Komunikasi Pendidikan

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Abstract

The objective of research is to analyze interaction between independent learning strategy and learning style to student achievement mean gain, difference of student achievement mean gain between mind map and learning journal methods, difference of field dependent student achievement mean gain between mind map and learning journal methods, and difference of field independent student achievement mean gain between mind map and learning journal methods. The research use non equivalent control group design type of quasi-experimental method with factorial design. Research outcome indicate that (1) There is significant interaction between independent learning strategy and learning style to student achievement mean gain. (2) There is significant difference of student achievement mean gain between student using mind map and learning journal. (3) There is no significant difference of field dependent student achievement mean gain that use mind map and learning journal.Penelitian bertujuan menganalisis interaksi antara strategi belajar mandiri dan gaya belajar terhadap rerata peningkatan prestasi belajar mahasiswa, perbedaan rerata peningkatan prestasi belajar mahasiswa antara metode mind map dan learning journal, perbedaan rerata peningkatan prestasi belajar mahasiswa field dependent antara metode mind map dan learning journal, serta perbedaan rerata peningkatan prestasi belajar mahasiswa field independent antara metode mind map dan learning journal. Penelitian menggunakan metode kuasi eksperimen tipe non equivalent control group design dengan desain faktorial. Hasil penelitian menunjukkan bahwa: (1) Ada interaksi signifikan antara strategi belajar mandiri dengan gaya belajar terhadap rerata peningkatan prestasi belajar mahasiswa. (2) Ada perbedaan signifikan rerata peningkatan prestasi belajar antara mahasiswa yang menggunakan mind map dengan learning journal. (3) Tidak ada perbedaan signifikan rerata peningkatan prestasi belajar mahasiswa field dependent yang menggunakan mind map dengan learning journal.Kata kunci: belajar mandiri, gaya belajar, prestasi belajar