The implementation of Peer Teaching (PT) is to appoint students as tutors and tutees in a learning group to improve student learning outcomes in construction cost estimation learning. In this study, the authors analyzed the effect of PT to improve learning outcomes of Vocational High School students with different cognitive style characteristics namely Field Independent (FI) and Field Dependent (FD). This study aims to determine the differences in learning outcomes between experimental and control classes with different learning models, differences in learning outcomes between FI and FD, and the interaction between learning models and cognitive styles. The type of research used was Quasi Experimental Design-Posttest Only Control Design-Factorial Experimental 2x2 with a total sample of 71 students. The results of the analysis showed that there were differences in learning outcomes between experimental and control classes, there were differences in learning outcomes 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 the appropriate learning models to be applied to learning construction cost estimation according to the superiority of learning outcomes obtained by experimental classes with different cognitive styles.

Authors:
Gde Agus Yudha Prawira Adistana, University of Surabaya, Indonesia
Mirotus Sakdiah, University of Surabaya, Indonesia
Heri Suryaman, University of Surabaya, Indonesia

About the Presenter(s)
Gde Agus Yudha Prawira Adistana is currently a head of study program in the Building Construction Education Study Program, Department of Engineering.

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