Abstract
This study aims to determine the effect of digital media (cartoon videos) and cognitive styles on anti-harassment learning outcomes. This type of research is quantitative, experimental research, using a 2X2 factorial design. It involves two independent variables, namely learning media and cognitive style, and learning outcomes as the dependent variable. The population of this research was 58 aged 4-6 years in kindergarten students at the Early Childhood Education Laboratory, University of Prof. Dr. Hamka, Determination of the sample by random sampling and collected using tests of learning outcomes and cognitive style. The findings show that: (1) Teaching activities that utilize learning media (cartoon videos) affect learning outcomes more than those who use learning media with media cards. (2) there is a difference between students' learning achievement who has independent field cognitive style which shows better performance than students who have field-dependent cognitive style (3) Findings show that students who are taught anti-harassment using digital media obtain better learning achievement than those who are trained using media teach using cards. Utilizing planned digital media that will make it easier for students to manipulate the information they receive with their cognitive structure.
Highlights
Learning media[1] is part of the learning strategy that is the choice of teachers to provide antiharassment learning and as an effort to improve the results of anti-harassment knowledge
The experimental class A was treated using digital media learning media and in class B as the control class was given using a media card and moderator variables namely cognitive styles that are distinguished by the independent field cognitive style and the field-dependent cognitive force (X2) and the dependent variable is the result of the study anti-harassment (Y)
The instrument to measure the cognitive style of research subjects using the Group Embedded Figures Test (GEFT) cognitive style test developed by Pltman and Witkin is a valid test
Summary
Learning media[1] is part of the learning strategy that is the choice of teachers to provide antiharassment learning and as an effort to improve the results of anti-harassment knowledge. The age of children who have a concentration power of approximately 3 minutes to sit quietly pay attention to add to the less attractive and unattractive anti-harassment learning conducted by the teacher. Childhood education becomes an essential education for a child[4]. This is related to the period of growth and brain development of children[5], [6], [7]who have reached 80% at the age of 6 years. Children need to develop the potential that exists within themselves
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