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All Journal Journal of Education and Teaching Learning Edukasia: Jurnal Pendidikan dan Pembelajaran
Mukarromah, Omah
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Cognitively Inclusive Learning: Exploring the Influence of Cognitive Styles and Gender on PGMI Students' Academic Performance Aramudin, Aramudin; Mukarromah, Omah; Sardila, Vera; Susanti, R. Hariyani
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 1 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i1.1412

Abstract

This study investigates the relationship between cognitive styles, gender, and academic performance among PGMI students, with the aim of enhancing instructional strategies. The purpose is to explore how field-independent and field-dependent cognitive styles, in conjunction with gender, influence students' academic outcomes in the Basic Social Sciences course. Employing an ex post facto research design, the study used stratified random sampling to select undergraduate students, categorized by cognitive style and gender. Cognitive styles were assessed using the Group Embedded Figures Test (GEFT), while academic performance was measured through students' grades in the course. Descriptive and inferential statistical analyses, including a two-way Analysis of Variance (ANOVA), were conducted to identify significant differences and interactions between the variables. The results indicate that field-independent students generally outperform their field-dependent peers in independent learning tasks, while gender differences reveal that male students prefer self-directed learning, while female students favor more structured guidance. The study concludes that incorporating differentiated teaching methods that address both cognitive styles and gendered learning preferences is essential for creating an inclusive learning environment that supports all students’ academic success. These findings offer valuable insights for educators in designing more effective and personalized learning experiences.
Assessing the Possible Long-Term Effects of the Think Talk Write Model on Social Communication Competence in Primary School Students Aramudin, Aramudin; Mukarromah, Omah; Faris, Didi; Susanti, R. Hariyani
Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 2 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i2.1899

Abstract

This study investigates the potential long-term effects of the Think Talk Write (TTW) model on the social communication competence of primary school students. TTW, an inquiry-based learning approach emphasizing collaborative thinking, discussion, and written reflection, has shown promise in improving immediate communication skills. However, its long-term impact on social competence, encompassing active listening, effective communication strategies, and empathy, remains under-researched. This study employs a class action research design to investigate the long-term impact of Think Talk Write (TTW) on social communication competence in fifth-grade students at MI Al-Hidayah Pekanbaru, Indonesia. Two intact classes (n = 17 each) will participate: the TTW group, exposed to TTW throughout the study, and the control group, receiving standard pedagogy. Specific evaluation tools will be utilized to assess the students’ social communication competence. The findings could inform pedagogical decisions and contribute to a nuanced understanding of how active learning environments foster well-rounded individuals with strong communication skills. The study found that the TTW model had a positive impact on students' social communication competence. Specifically, students in the TTW group showed significant improvements in their ability to: Actively listen to others, Express empathy, Resolve conflict, and Collaborate effectively.
Assessing the Possible Long-Term Effects of the Think Talk Write Model on Social Communication Competence in Primary School Students Aramudin, Aramudin; Mukarromah, Omah; Faris, Didi; Susanti, R. Hariyani
Journal Of Education And Teaching Learning (JETL) Vol. 7 No. 2 (2025): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v7i2.1899

Abstract

This study investigates the potential long-term effects of the Think Talk Write (TTW) model on the social communication competence of primary school students. TTW, an inquiry-based learning approach emphasizing collaborative thinking, discussion, and written reflection, has shown promise in improving immediate communication skills. However, its long-term impact on social competence, encompassing active listening, effective communication strategies, and empathy, remains under-researched. This study employs a class action research design to investigate the long-term impact of Think Talk Write (TTW) on social communication competence in fifth-grade students at MI Al-Hidayah Pekanbaru, Indonesia. Two intact classes (n = 17 each) will participate: the TTW group, exposed to TTW throughout the study, and the control group, receiving standard pedagogy. Specific evaluation tools will be utilized to assess the students’ social communication competence. The findings could inform pedagogical decisions and contribute to a nuanced understanding of how active learning environments foster well-rounded individuals with strong communication skills. The study found that the TTW model had a positive impact on students' social communication competence. Specifically, students in the TTW group showed significant improvements in their ability to: Actively listen to others, Express empathy, Resolve conflict, and Collaborate effectively.
Co-Authors Aramudin Aramudin Faris, Didi R. Hariyani Susanti Vera Sardila