The Effect of Students' Learning Independence and Cognitive Learning Style on Atomic Physics PEFI4421 Learning Achievement
Abstract
In this study, the researcher explored the contributions of independence in learning and cognitive
learning style towards students' learning achievement on Atomic Physics course PEFI4421 in
semester 1, 2017 academic year. This study employed a double linear regression analysis. The
analysis measured influences of a free variable on a bound variable. The measurement of this
influence included one free variable (X) and one bound variable (Y), called the simple linear
regression analysis with the following formula Y = a+bX. In this study, this formula was used
for measuring the contribution of two free variables on one bound variable. Sample of this study
were the students that already passed the Atomic Physics course in Open University Indonesia
under 2016 (2 semesters) and 2017 (1 semester) academic year with an underlying assumption
that the students were homogenous since they all had completed the course in a considerably
recent time period. The results of this study showed that (1) not all of the students of Physics
Education had the learning materials of Atomic Physics; (2) the students who dominantly had a
field independent cognitive learning style and learning independence achieved maximum
learning achievements of Atomic Physics; and (3) the students' graduation year did not determine
the influence of the cognitive learning style and learning independence since their graduation
years were still considered to be recent.
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