The analysis of the implementation of research-based learning to improve students’ critical thinking skills based on their cognitive style

Abstract

This study aimed to analyze the effect of the implementation of research-based learning models based on their cognitive style on the improvement of students’ critical thinking skills. This study employed Mix Method analysis with the 2x2 factorial design. 124 students who took Play and Game courses in the Teacher Education of Early Childhood Education Study Program. They were selected randomly using the multistage random sampling method. The results of this study indicated that: (1) students’ critical thinking abilities with research-based learning models are higher than cooperative learning models. (2) there was a significant interaction between learning models and cognitive styles on students’ critical thinking abilities. (3) for groups of students with a field dependent cognitive style, students’ critical thinking abilities with research-based learning models are higher than those with cooperative learning models. (4) for groups of students with independent field cognitive style, critical thinking abilities of students who learnt by research-based learning models are higher than those who were learned by cooperative learning models. The results of this study show that research-based learning models can improve students’ critical thinking skills based on their cognitive skills in Play and Game modules.