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Abstract:
The purpose of this study was to determine the effect of learning strategies and student's thinking styles on the learning outcomes of computer organizations. The learning strategy used in this research is the expository learning strategy which will be compared with the STAD learning strategy, while the thinking style used is the convergent style which will be compared with the divergent style. The method used is quasi experimental method using 2 x 2 design. Indipendent variable is learning strategy and attribute variable is thinking style, while the dependent variable is the result of learning computer organization. The result is learning computer organization on students who are taught using STAD learning strategy is higher when compared with expository learning strategy, the student's computer learning outcomes that have divergent thinking styles are higher when compared with convergent thinking styles, there is an interaction between learning strategies and thinking styles on the learning outcomes of computer organizations, where learning strategies and thinking styles are independent variables that can affect student computer learning outcomes, the result of studing of student computer organization which have divergent thinking style which is taught using STAD learning strategy higher, when compared with expository learning strategy, the learning result of student computer organization which has convergent thinking style which is expressed using expository learning strategy is significantly higher than the convergent thinking style used by STAD learning strategy, the learning result of student computer organization that has divergent thinking style which is taught using STAD learning strategy is significantly higher when compared with student computer learning result of student who has tendency of convergent thinking style which is learned using STAD learning strategy, students who have divergent thinking styles that are learned by STAD learning strategies get higher computer organizational learning outcomes when compared to students who have divergent thinking styles that are taught by expository learning strategies.
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