International Journal of Science and Research (IJSR)

International Journal of Science and Research (IJSR)
Open Access | Fully Refereed | Peer Reviewed

ISSN: 2319-7064

Downloads: 128

Research Paper | Education Management | Indonesia | Volume 4 Issue 3, March 2015

Effectiveness of Learning Strategies and Learning Styles to Information Communication Technology Learning Outcomes

Meriyati

The objective of this research is to study the Influence of instructional strategy of and learning styles on students information communication technology outcomes. The research was conducted at IAIN Raden Intan Lampung with 76 students as samples selected randomly. The research applying experimental research with treatment by level 2x2. Result of the research are as follows (1) learning outcomes of the students with Contextual Teaching and Learning instructional strategy is higher than those who received expository instructional strategy, (2) there was interaction between instructional strategy and learning styles of the students, (3) learning outcomes of the students with visual learning styles are higher when Contextual Teaching and Learning Instructional strategy is used than when they learned with expository instructional strategy, and (4) learning outcomes of the students with auditory learning styles are higher is used than when they learned with expository instructional strategy. Result of the research shows that students learning outcomes on information communication technology could be improved by applying appropriate teaching instructional strategy by considering their learning styles level

Keywords: Contextual Teaching and Learning, Ekspository Learning, learning styles

Edition: Volume 4 Issue 3, March 2015

Pages: 1625 - 1630

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How to Cite this Article?

Meriyati, "Effectiveness of Learning Strategies and Learning Styles to Information Communication Technology Learning Outcomes", International Journal of Science and Research (IJSR), https://www.ijsr.net/search_index_results_paperid.php?id=SUB152349, Volume 4 Issue 3, March 2015, 1625 - 1630

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