Implementation of Peer Teaching  Models and Students' Cognitive Style to Improve Learning Outcomes in Construction Cost Estimation

Penerapan model Peer Teaching (PT) dengan perbedaan gaya kognitif terdiri dari Field Dependent (FD) dan Field Independent (FI) dilakukan sebagai upaya peningkatan hasil belajar. Penelitian ini bertujuan untuk mendeskripsikan kelayakan Rencana Pelaksanaan Pembelajaran (RPP) model PT, perbedaan hasil belajar model PT dan model Direct Instruction (DI), perbedaan hasil belajar siswa FI dan FD, interaksi model pembelajaran dan gaya kognitif, serta respon siswa terhadap penerapan PT.

Diterapkan metode Quasi Experimental Design-Posttest Only Control Design-Factorial Experimental 2x2 pada 71 sampel yang diambil dari siswa kelas XII KGSP SMKN 5 Surabaya. Pengumpulan data dilakukan melalui pengisian angket validasi dan post-test dengan instrumen essay, serta instrumen GEFT untuk klasifikasi gaya kognitif. Data yang diperoleh dianalisis menggunakan skala likert dan Anava 2 jalur.

Hasil analisis validasi RPP dalam kategori “Layak”, terdapat perbedaan hasil belajar antara model PT dan DI, terdapat perbedaan hasil belajar siswa FI dan FD, terdapat interaksi model pembelajaran dan gaya kognitif, serta respon siswa menyatakan PT berdampak positif dalam kegiatan belajar. Disarankan pada penelitian selanjutnya untuk menyusun perangkat pembelajaran sesuai kurikulum terbaru, perluasan jumlah sampel, pengembangan aktivitas belajar PT, serta perbaikan sarana dan prasarana untuk mendukung kegiatan belajar.

Implementation of Peer Teaching (PT) with different cognitive styles consisting of Field Dependent (FD) and Field Independent (FI) was conducted to improve learning outcomes. This study aims to describe the feasibility of the learning plan of PT, the difference in learning outcomes of PT and Direct Instruction (DI), the difference in learning outcomes of FI and FD, the interaction of learning models and cognitive styles, and student responses to the application of PT.

The Quasi Experimental Design-Posttest Only Control Design-Factorial Experimental 2x2 method was applied to 71 samples taken from class XII KGSP of SMKN 5 Surabaya. Data collection was done through filling out a validation questionnaire and post-test with essay instruments, as well as GEFT instruments for cognitive style classification. The data obtained were analysed using a Likert scale and 2-way Anova.

The results of the analysis of RPP validation in the ‘Worthy’ category, there are differences in learning outcomes between PT and DI, there are differences in learning outcomes of FI and FD, there is an interaction of learning models and cognitive styles, and student responses state PT has a positive impact in learning activities. It is recommended for further research to prepare learning plan according to the latest curriculum, expand the number of samples, develop PT activities, and improve facilities and infrastructure to support learning activities.

Keywords: Peer Teaching, Cognitive Style, Learning Outcomes.