Panjang Tes, Gaya Kognitif, dan Hasil Belajar IPS Peserta Didik Paket B

Abstract

The Effect of Number of Test Items and Cognitive Styles on the Learning Outcomes of Social Science. This experimental study measures the effect of test length (many test items vs. few test items) and learners' cognitive styles (field-independent vs. field-dependent) on the learning outcomes of social science. The 2 x 2 factorial design utilized shows that learners taking the test with a small number of items performed better than those taking the test with a large number of items. The field-independent learners scored higher than the field-dependent ones. The significant interaction between test length, cog­nitive styles, and learning outcomes in Social Science suggests that learners having field-independent cog­nitive style tend to achieve higher learning outcomes in tests with many items, whereas learners having field-dependent cognitive style show higher learning outcomes in tests with few items.