Abstract
The implementation of Peer Teaching (PT) is carried out by appointing students as tutors and tutees to improve the learning outcomes of construction cost estimation. Improved learning outcomes are needed to produce competent planners in construction cost estimation as one of the keys to the success of construction. In this study, the effect of PT to improve learning outcomes of Vocational High School students with different cognitive styles, namely Field Independent (FI) and Field Dependent (FD) classified through Group Embedded Figure Test (GEFT) instrument with a score range of 1-25. This study aims to determine the differences in learning outcomes with different learning models and different cognitive style, as well as the interaction of learning models and cognitive styles. Applying Quasi Experimental Design-Posttest Only Control Design-Factorial Experimental 2x2 with 60 samples taken randomly with probability sampling and has passed the homogeneity test which is divided into 30 control and 30 experimental classes. The results of post-test analysis after normality and homogeneity tests showed that there were differences in learning outcomes between experimental and control classes and differences between FI and FD, and there was an interaction between learning models and cognitive styles. Based on these results, it can be concluded that PT is effectively applied supported by the superior post-test of the experimental class. In its application, the teacher monitors and guides the tutor in helping the tutee to understand the calculation of construction costs with the freedom to interact without awkwardness so that all students can explore their abilities.
Author Information
Gde Agus Yudha Prawira Adistana, Universitas Negeri Surabaya, Indonesia
Mirotus Sakdiah, Universitas Negeri Surabaya, Indonesia
Heri Suryaman, Universitas Negeri Surabaya, Indonesia
Paper Information
Conference: KCE2024
Stream: Learning Experiences
This paper is part of the KCE2024 Conference Proceedings (View)
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To cite this article:
Adistana G., Sakdiah M., & Suryaman H. (2025) Peer Teaching to Improve Student Construction Cost Estimation Learning Outcomes in Differences of Cognitive Style ISSN: 2759-7563 – The Korean Conference on Education 2024: Official Conference Proceedings (pp. 389-402) https://doi.org/10.22492/issn.2759-7563.2024.30
To link to this article: https://doi.org/10.22492/issn.2759-7563.2024.30
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