Authors : Sujito; Rina Widjajanti; Purwanto

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/44hnx5yk

Scribd : https://tinyurl.com/yzkbncz9

DOI : https://doi.org/10.38124/ijisrt/26May1969

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study was aimed to see the difference of the slow students' learning achievement taught using two ifferent analogies: written and oral analogy by considering learners’ cognitive style. The cognitive style in this study was moderator variable. This study used experimental design using factorial design 2x3. Each of the two classes of slow learners consisted of 30 students were assigned into 3 smaller groups to match with their cognitive style falling into three classifications: field independent, neutral and field dependent cognitive style. The six groups were given treatment for about 4 meetings. The study revealed three findings. First, learning achievement of the subjects given oral analogy was higher than the subjects given written analogy. Second, the learning achievement of the subjects having field Independent cognitive style was higher than the learning achievement of the subject with neutral and field dependent cognitive style. Third, there was no significant interaction between the different analogy types with the subjects' cognitive style towards learning achievement improvement.

Keywords : Analogy Variation, Cognitive Style, Slow Learners.

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