Abstract

This study was conducted to determine effect of roundtable learning model and cognitive style on mathematics achievement. This research was quasi experimental research with factorial design 1 x 2. The sample of research consist of 88 students. The data in the research was two ways analysis of variance with unequal cells, with the 5% level of significance. The results of the research were as follow:. (1) Students who have field independent cognitive style have better mathematics achievement than student who have the field dependent cognitive style:. (2) In roundtable model, students who have field independent cognitive style have better mathematics achievement than students who have the field dependent cognitive style.

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