THE EFFECT OF LEARNING STRATEGY AND CRITICAL THINKING DISPOSITION ON ELECTRONIC-3 LEARNING OUTCOMES BY CONTROLLING THE PREREQUISITE KNOWLEDGE Wisnu Djatmiko(*), Suyitno Muslim(**), Suyono(***)
(*)(**)(***)Program Studi Teknologi Pendidikan
Pascasarjana
Universitas Negeri Jakarta
Abstract
The research objective was to analyze the effect of learning strategies (Inquiry-based Learning and Project-based Learning) and critical thinking dispositions on learning outcomes Electronics 3. The research was conducted using a quasi-experimental method with a 2x2 treatment by level design in the Electronics Engineering Education Study Program, Faculty of Engineering, Universitas Negeri Jakarta with 84 students as the research sample. Observation sheets and student worksheets are used to ensure that all students carry out the steps for the Inquiry-based Learning or Project-based Learning strategy. The research data were analyzed using Covariance Analysis (ANCOVA) and Tukey test. The result show that: (1) Electronic-3 learning outcomes of groups of students who followed the Inquiry-based Learning strategy were higher than the groups of students who followed the Project-based Learning strategy- (2) There is an interaction effect between learning strategies and critical-thinking disposition towards Electronic-3 learning outcomes- (3) Students who have a high critical-thinking disposition, Electronic-3 learning outcomes of students who follow the Inquiry-based Learning strategy are higher than students who follow the Project-based Learning strategy- and (4) Students who have a low critical-thinking disposition, Electronic-3 learning outcomes of students who follow the Inquiry-based Learning strategy are no different from students who follow the Project-based Learning strategy.
