BEHAVIORAL BACKGROUND OF CARDIOVASCULAR DISEASE IN PENSIONERS OF VARIOUS PROFESSIONAL TYPES

Abstract

Studies in the area of chemistry teaching discovered that problem-based learning strategies (PBL) effectively improve students’ conceptual understanding. However, there is minimal information about the effectiveness of PBL if it is applied with multiple representations (MR) for the students with different learning preferences. This study aimed to prove the effects of problem-based learning strategies (PBL) using multiple representations (MR) and students’ learning styles on the conceptual understanding in chemistry. There were two whole classes in the Mechanical Engineering Department of Bali State Polytechnic that were assigned to be the experimental group (n = 59) and control group (n = 58). Felder-Soloman's Index of Learning Style (ILS) was applied to differentiate the students’ learning preferences, while their conceptual understanding in chemistry was assessed using a test after 6 weeks of treatment. The analysis of covariance (ANCOVA) shows that the conceptual understanding of students taught using PBL strategies with MR was significantly better than those taught using PBL strategies only. Besides, based on the variation of learning styles, students with a visual style had a better conceptual understanding than those with verbal style, but the difference was not statistically significant. The absence of interaction effect between PBL strategies with MR and learning style on students’ conceptual understanding suggests that the support of multiple representations in PBL strategies can effectively enhance students' understanding of concepts in chemistry regardless of their learning style.