The implementation of mastery learning concept and cognitive entry behavior to increase the students' competency in accordance with iqf qualification

• Published in: Journal of physics. Conference series Vol. 953; no. 1; pp. 12094 - 12099
• Main Authors: Suandi, I K, Aryaningsih, N N, Abdi, I M
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.01.2018
• Subjects: Learning; Physics; Students
• ISSN: 1742-6588; 1742-6596; 1742-6596
• DOI: 10.1088/1742-6596/953/1/012094

The objectives of this study are: (1) to describe the difference of the students' competence between the students following mastery learning and conventional instruction, (2) to describe the difference of the students' competence between the students have high cognitive entry behavior and low cognitive entry behavior, and (3) to analyze the interaction effect between instructional model and cognitive entry behavior to the achievement of students' competence. Quasi experiment was conducted at accounting department of Politeknik Negeri Bali and research design is nonrandomized control group pretest-posttest. The variable in this study are: (1) students' competence, (2) instructional model, and (3) cognitive entry behavior. The total samples are 168 students and each treatment decided 25 subjects as analysis unit, therefore the total of analysis unit are 100 subjects. The results of the study are: (1) there is a significant deference of the students' competence between the students following mastery learning and conventional instruction (F=7.514; P<0.05), (2) there is a significant difference of the students' competence between the students have high cognitive entry behavior and low cognitive entry behavior (F=8.035; P<0.05), (3) there is a significant interaction effect between instructional model and cognitive entry behavior to the achievement of students' competence (F=8.392; P<0.05).