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The core of civic education both in concept and implementation is the students’ change in relation to learning outcome which covers cognitive, effective, and psychomotor domains. This can be reached when learning is organized, carried out, and managed effectively by teachers. This study describes the relationship between learning strategy of two stays two stray and direct instruction which is connected with cognitive styles of field independent and field dependent to the students’ comprehension and social skills. This study used a quasi-factorial experimental design of 2 x 2. The subject was Grade XI students of the State Senior High Schools in Palu. The subjects were divided into two groups consisting of the students taught using cooperative learning strategy of two stays two stray and the students taught using direct instruction. The study shows that 1) there is a significant difference of comprehension on the civic education of the students taught using cooperative learning strategy of two stay two stray and those taught using direct instruction, 2) there is no significant difference in comprehension between the students with cognitive style of field independent and the ones with cognitive style of field dependent, 3) there is no interaction between the learning strategy and the students’ cognitive styles. Keywords—Learning Strategy, Cognitive Styles, Learning Outcomes, Civic Education, and Social Skills

proceedings of the first indonesian communication forum of teacher training and education faculty leaders international conference on education 2017 (ice 2017)

Effect of Learning Strategy and Cognitive Styles on Students' Learning Outcomes of Civic Education and Social Skills