DIFFERENCES IN ELECTRONIC FUEL INJECTION (EFI) LEARNING OUTCOMES BASED ON FIELD DEPENDENT AND FIELD INDEPENDENT COGNITIVE STYLES OF GRADE X STUDENTS OF SMK PGRI 3 MALANG
Abstract
This study aims to (1) describe the pre-test and post-test results of students with field dependent (FD) and field independent (FI) cognitive styles on Electronic Fuel Injection (EFI) material; (2) compare the post-test scores of the two groups; and (3) compare the changes in pre-test to post-test scores between groups. The individual scores of 68 grade X students of SMK PGRI 3 Malang (34 FD and 34 FI) were analyzed using descriptive statistics, paired t-test, independent t-test, and Welch's t-test. For the first objective, the mean FD increased from 58.38 (pre-test) to 74.71 (post-test), while the mean FI increased from 56.62 to 76.91. The mean increase for each group was 16.32 points on FD and 20.29 points on FI; both were statistically significant (p < 0.001). For the second objective, the FI post-test mean was 2.21 points higher than the FD, but the difference was not significant, t(66) = −0.75, p = 0.455, 95% CI [−8.06; 3.65]. For the third objective, the FI mean increase was numerically 3.97 points greater than the FD, but the difference in increase between groups was also not significant, t(62.16) = −0.75, p = 0.458, 95% CI [−14.59; 6.65]. Descriptively, the FI showed higher final results and mean increase.
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