The Influences of Cognitive Styles and Learning Strategies on the Students’ Learning Achievement in Natural Sciences Subject


  • Raden Sudarwo Universitas Terbuka Indonesia
  • Denny Setiawan Universitas Terbuka Indonesia


— learning strategies, discovery, expository, cognitive style, independent cognitive style, dependent cognitive style, learning achievement


It is believed that every normal human has a cognitive style in learning something and the cognitive style influences learning achievement. However, not only the cognitive style but also some factors can also influence learning achievement. One of the important factors is learning strategy. Two different learning strategies, discovery and expository, are believed can result different levels of learning achievement especially in cognitive domain. Meanwhile, IPA (natural sciences) subject in primary schools should be learned by critical ways of thinking because of its characteristics that has two sides namely process (the investigation) and product (the knowledge). It is interesting to investigate the influences of the different learning strategies on students’ learning achievement in IPA subject. Moreover, we can deepen our understanding by investigating the influences of both the cognitive styles and the learning strategies on students’ learning achievement in IPA subject. The research in SDN Kalisari 02 Pagi in Kecamatan Pasar Rebo Jakarta Timur (Pasar Rebo district in East Jakarta) shows that in IPA subject, cognitive style and learning strategy have significant influences to the students’ learning achievement. For the students who have dependent cognitive style, expository learning is more effective and will bring high learning achievement. Meanwhile, for the students with independent cognitive style, discovery learning is more effective and will result high learning achievement.



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How to Cite

Sudarwo, R., & Setiawan, D. (2013). The Influences of Cognitive Styles and Learning Strategies on the Students’ Learning Achievement in Natural Sciences Subject. Asian Journal of Education and E-Learning, 1(4). Retrieved from