An Experimental Analysis on the Impact of Elaboration Learning on Learning Achievement and Critical Thinking

Abstract

The learning strategy contributes significantly to achieving learning achievements, but lectures often use many methods of learning. This fact does not match the demands of 21st-century learning that requires creative, critical, and communicative learning. This research aims to analyze the effect of the elaboration learning strategy on students' learning outcomes and critical-thinking skills. A two-factor mixed design (learning strategy and learning achievement) was used by involving 360 students randomly selected from 10 classes of senior high schools in the area of Jember, East Java, Indonesia. Five classes as the experimental classes used the elaboration learning strategy while five others as the control classes used the web teaching approach. After three weeks of treatment, all students are tested with their critical thinking skills and the cognitive abilities of their learning outcomes. Data is processed using multivariate analysis. The results show students' learning achievements (results of learning and critical thinking) as a result of elaborated learning strategies different from the Web teaching-learning strategy. Critical thinking and student learning outcomes use elaboration strategies better than web teaching-learning strategies. The researcher has long developed the elaboration learning strategy, but very few are using it. These results prove the teacher can use this strategy as an alternative in improving students' critical thinking skills.