Effects of Learning Media and Cognitive Style on Children 4-6 Years

Amelia Vinayastri; Susianty Selaras Ndari; Imam Mujtaba; Khusniyati Masykuroh; Vidya Dina Alfiyana; Febi Pebriani

doi:10.47494/mesb.2021.13.624

(1) Amelia Vinayastri Universitas Prof. Dr. Hamka Jakarta, Indonesia
Indonesia
(2) Susianty Selaras Ndari Universitas Prof. Dr. Hamka Jakarta, Indonesia
Indonesia
(3) Imam Mujtaba Universitas Prof. Dr. Hamka Jakarta, Indonesia
Indonesia
(4) Khusniyati Masykuroh Universitas Prof. Dr. Hamka Jakarta, Indonesia
Indonesia
(5) Vidya Dina Alfiyana Universitas Prof. Dr. Hamka Jakarta, Indonesia
Indonesia
(6) Febi Pebriani Universitas Prof. Dr. Hamka Jakarta, Indonesia
Indonesia
(*) Corresponding Author

DOI:

https://doi.org/10.47494/mesb.2021.13.624

Keywords:

Learning Media, Cognitive Style

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.

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