Differences in Economic Learning Outcomes based on the
Interaction of Contextual and Expository Learning Strategies with
Personality Types of Students
Masrianawaty Lase
1
, Eko Wahyu Nugrahadi
1
, Johnson
1
and Muammar Rinaldi
1
1
Economics Faculty Universitas Negeri Medan, Medan, Indonesia
Keywords: Learning Outcomes, Learning Strategies; and Personality Types of Students
Abstract: The classic and general problem that continues to be a concern at school is the lack of student learning
outcomes. Of the various factors, learning strategies and student characteristics are some of the things that
influence learning outcomes. This study aims to determine the differences in students 'economic learning
outcomes taught with contextual and expository learning strategies and their interaction with students'
personality types. Based on the results of the analysis, sample taken from 35 students of SMA Negeri 1
taught with contextual learning strategies (CTL) and expository, obtained: (1) economic learning outcomes
of students taught with contextual learning strategies higher than those taught with strategies expository, (2)
economic learning outcomes of students with extroverted personality types are higher than introverted
personality types, and (3) there is an interaction between learning strategies and personality types in
influencing students' economic learning outcomes.
1 INTRODUCTION
One of the problems faced by Indonesia is the low
quality of human resources. The low quality of
Indonesian human resources is due to the low
quality of public education, which should be a
determinant of the progress of a nation. Education is
accepted and lived as a treasure that is very valuable
and genuinely productive because productive work
in the present is work based on reason, not on hands.
So that the formation of educated humans is the
most important capital for a nation. Given that if
viewed from the perspective of the state, education
is the path to prosperity and the progress and
existence of a country. Therefore, almost all
countries today make education the main concern,
especially when a paradigm emerges that knowledge
is the only way to a better, more useful and
productive life.
The low quality of education can indicate the
quality of learning carried out so far is still
ineffective, inefficient, and unable to increase
student learning interest. The indicator of student
learning success is the semester test score carried out
by the government every semester as a teacher's
evaluation of the quality of students globally.
Student learning outcomes are influenced by two
factors: external factors (from outside the students)
and internal factors (from within students). External
factors, one of which is the learning strategy or
method used, while internal factors, one of which is
the personality (Slameto, 2010).
Many strategies can be used in the learning
process, including contextual and expository
strategies (Hamruni, 2013). According to Hamruni
the learning strategy that links or connects material
learned with real life is a contextual learning
strategy. This strategy is different from the others
because the use of this strategy fully involves
students in the learning process. While the
expository strategy is a learning strategy that
emphasizes the process of delivering material
verbally from a teacher to a group of students with
the intention that students can master learning
material optimally.
From the above understanding, it is suspected
that the use of contextual learning strategies will
produce superior learning outcomes compared to the
use of expository learning strategies. This is in line
Lase, M., Nugrahadi, E., Johnson, . and Rinaldi, M.
Differences in Economic Learning Outcomes based on the Interaction of Contextual and Expository Learning Strategies with Personality Types of Students.
DOI: 10.5220/0009497701570164
In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 157-164
ISBN: 978-989-758-432-9
Copyright
c
2020 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
157
with Daniah's research which states that learning
outcomes are higher with the use of contextual
rather than expository strategies (Daniah. 2010).
To obtain stages of learning activities that are
empowered and effective, the teacher must be able
to determine what teaching and learning strategies
are used (Lubis, 2015). This means that the
creativity and skill of the teacher are needed in
determining the learning strategy based on the
students' character and the situation in which they
are facing.
Concerning this statement, in the teaching and
learning process, an educator will be faced with
many situations, one of which is the readiness of
students. This is inseparable from the nature of
students/personality given that one of the factors that
influence student learning readiness is personality.
In essence, there are 2 types of personality namely
extrovert and introvert. Students who have
extroverted personalities tend to be very enthusiastic
in starting lessons because they are basically very
fond of collaboration and tend to be active, so active
learning strategies are very appropriate to use in
their classrooms. While introverted individuals are
the opposite, they tend to be passive and do not like
working together. So that passive learning strategies
are appropriate for students who have this type of
personality.
2 THEORICAL FRAMEWORK
2.1 Learning Strategies
Learning and teaching are processes that contain
three elements, namely teaching (instructional),
experience (process), and learning outcomes.
(Sudjana, 2014). Learning is an ongoing process,
which never stops and is not limited to the classroom
walls. This is based on the assumption that all
human life will always face problems or goals they
want to achieve. In the process of achieving that
goal, humans will be faced with various obstacles.
Learning can also be interpreted as a process of the
occurrence of relatively permanent changes resulting
from experience in the form of training or
interaction with the environment. The results of
economic learning can be interpreted as the results
achieved by students in the form of changes in the
mastery of knowledge and skills in learning about
human behavior in meeting their diverse needs with
limited resources through the choice of activities of
production, consumption, and/or distribution (Rondi,
2015).
Then it can be concluded that economic learning
outcomes are behavioral changes such as memory,
understanding, application, analysis, evaluation, and
creativity that students have after experiencing an
economic learning process within a specified period
based on instructional objectives.
Strategy as an arrangement, approach, or rules to
achieve a goal by using energy, time, and
convenience optimally. (Hamdani, 2011). Now the
term strategy is widely used in various fields of
activity that aim to obtain success or success in
achieving goals. For example, a manager or
company leader who wants big profits and success
will implement a strategy to achieve that goal, a
basketball team coach will determine the strategy
that is considered appropriate to win a match.
Likewise, a teacher who expects good results in the
learning process will also apply a strategy so that the
learning outcomes of students get the best results.
Learning strategy is a learning activity that must
be done by teachers and students so that learning
objectives can be achieved effective and efficient
simultaneously. (Istarani, 2012).
Menurut Departemen Pendidikan Nasional
(2003:5) menyatakan:Pendekatan kontekstual
(Contextual Teaching and Learning/CTL) adalah
konsep belajar yang membantu guru mengaitkan
antara materi yang diajarkannya dengan situasi
dunia nyata siswa dan mendorong siswa membuat
hubungan antara pengetahuan yang dimilikinya
dengan penerapannya dalam kehidupan mereka
sehari-hari, dengan melibatkan tujuh komponen
utama pembelajaran efektif, yakni: konstruktivisme
(Constructivism), bertanya (Questioning),
menemukan (Inquiri), masyarakat belajar (Learning
Community), pemodelan (Modelling), refleksi
(Reflection), dan penilaian sebenarnya (Authentic
Assessment).
The expository learning strategy is a learning
strategy that emphasizes the process of delivering
material verbally from a teacher to a group of
students with the intention that students can master
the material optimally. (Sanjaya, 2005). Roy Killen
named this expository strategy as a direct learning
strategy because in this strategy learning material
was delivered directly by the teacher, students were
not required to find the material (Sanjaya, 2009).
Basically, expository learning is the same as
learning that occurs by learning to accept (Ausubel
and Anwar, 2006) "This strategy emphasizes the
speaking process, the subject matter is deliberately
given directly. The role of students in this strategy is
to listen and master the material presented by the
teacher. This learning strategy emphasizes the
UNICEES 2018 - Unimed International Conference on Economics Education and Social Science
158
relationship between stimulus and response that
must be implemented.
2.2 Personality Type
Personality comes from Latin, the word persona,
meaning mask that actors use to hide their identity in
a game or performance. This is in line with the
opinion of C. Gustav Jung who stated that
throughout human life, always wearing this mask to
cover up his inner life (Syamsu and Nurihsan, 2007).
According to Sobur, citing Allport's personality
definition as follows: "Personality is the dynamic
organization within the individual of those
psychophysical systems that determine its unique
adjustment to its environment." The purpose of
Allport's definition is that personality is dynamic
organizations of psychophysical systems in
individuals who also determine their unique or
unique ways of adjusting to their environment.
Eysencef defined personality as the total number
of patterns of actual or potential action of an
organism determined by heredity and the
environment. From this definition, Eysenck shows
that personality is influenced by heredity and
environment. Descent refers to the factors
determined at conception. The real figure, the
attractiveness of the face, genitals, temperament,
muscle composition and reflexes, energy levels, and
biological rhythms are characteristics generally
considered to influence from both parents. The
descent approach argues that the most recent
explanation of an individual's personality is the
molecular structure of the genes located in the
chromosome.
Eysenck argued that individuals belonging to
introverted personality are individuals who have the
following characteristics: always directs their views
on themselves, all attention is directed into their own
soul life, their behavior is mainly determined by
what happens to themselves while the outside world
is not much meaning in determining its behavior,
therefore individuals with this type often do not have
contact with their surroundings. Introverted
personality can also be defined as a quiet, shy person
who is relatively separate from others and
emotionally withdrawn.
Correspondingly, according to Robbins (2007),
"A person who withdraws and focuses attention to
understanding himself is described as an introvert."
Introverts are more fun to calm and centralized
environments, which give them loneliness, and that
gives them the opportunity to explore profound
experiences of the series limited experience in him.
Individuals with introverted personality types tend to
orient their souls towards themselves, like to be
alone, keep their distance from others, take a long
time to adjust to the environment, not easily believe,
dislike stimulation, like to live regularly, feeling
under strict control, slightly pessimistic, and uphold
ethical values.
Eysenck illustrates that an extrovert will have the
following characteristics: they are classified as
friendly people. The person who is easy to get along
with likes parties has lots of friends, always needs
friends to talk to, and likes all forms of cooperation.
They often take the opportunity that comes to them,
not infrequently, and often act without thinking first,
generally including explosive individuals. Extroverts
like jokes, they are quick to respond to the questions
shown to themselves and like change. They are
jovial individuals who are not too troublesome,
optimistic and cheerful. They prefer to do activities
rather than stay silent, tend to be aggressive, lose
patience easyly, sometimes lack control over their
feelings well, and sometimes they also cannot be
trusted.
According to Jung (in Howard and Miriam,
2008: 134), an extroverted person is influenced by
the objective world, outside himself. Orientation is
focused on the mind; the underlying feeling is
mainly determined by the environment both social
and non-social.
3 RESEARCH METHOD
This research was conducted in SMA Negeri 1 Raya,
Simalungun Regency, North Sumatra Province in
the odd semester of 2017/2018 school year. The
population in this study were all students of class X
IPS in SMA Negeri 1 Raya totaling 101 students
with a sample of 70 students taken by purposive
sampling technique. This type of research is quasi-
experimental research; this method is carried out
because there is no change in the classroom situation
and the schedule of the study is ongoing.
The study was carried out by applying different
learning strategies in two different classes. Class X
IIS-1 is a class that will be taught with contextual
learning strategies (CTL), and class X IIS-2 is a
class that will be taught with an expository learning
strategy. Before experimenting, these two sample
classes were first given a questionnaire to find out
the personality type of students. The research
samples from each class were grouped into two
groups: groups of students who have extroverted
personalities and introverted personalities.
Differences in Economic Learning Outcomes based on the Interaction of Contextual and Expository Learning Strategies with Personality
Types of Students
159
The experimental design used in this study is a
2x2 factorial design as in Table 1, meaning that this
study only involves two levels, namely: (1) Factors
of contextual learning strategies and expository
learning model factors which are independent
variables, and (2) personality type factors students
consisting of extroverted personality and introverted
personality as moderator variables. Data collection
techniques in this study using test and questionnaire
techniques. Data for economic learning outcomes
were collected using tests, while data about students'
personalities were collected using questionnaires.
Data analysis techniques used in this study are
descriptive quantitative statistical techniques.
Descriptive statistical techniques are used to
describe the data, among others: average value
(mean), median, standard deviation, and the
tendency of data. Quantitative statistical techniques
are used to test the hypothesis with the two-way
analysis of variance (ANOVA) (2x2 factorial
design) with the level testing significance of α =
0.05. In this case the use of variance analysis, after
first testing the normality data requirements by using
Chi-Square test and variance homogeneity test using
Fisher and Bartlet test. These variables will then be
included in the research design as in Table 1 below:
Table 1: Research plan with Factorial 2x2
Learning
Strategies
Factor A
Learning Strategies
Personality
type factor
B
Contextual
(A1)
Expository
(A2)
Personality
Type
Extrovert
(B1)
A1B1 A2B1
Introvert
(B2)
A1B2 A2B2
exp
A1 : contextual learning strategy
A2 : Expository learning strategy
B1 : Extrovert
B2 : Introvert
A1B1 : Group of students treated with a contextual
learning strategy with the extroverted
personality
A1B2 : group of students given treatment with
contextual learning strategies with the
introverted personality
A2B1 : group of students given treatment with
expository learning strategies with the
extroverted personality
A2B2 : group of students given treatment with
expository learning strategies with the
introverted personality
4 RESULTS
Test Requirements
Based on calculations through Chi-Square test, the
eight data groups came from populations that were
normally distributed and based on Fisher's test and
Bartllet's test, the entire data group, had
homogeneous variance.
Research Hypothesis Test
Based on the test data of students' economic learning
outcomes, the next step is to calculate the total score
and the average score of each treatment group
according to the two-track ANAVA table, which can
then be used as a basis for statistical decisions to test
hypotheses, as in table 2 below.
Table 2: Summary of Two Way ANOVA
Learnin
g
Strategy
Faktor
A
Learning Strategy
Total
Pers
onali
ty
type
fo
Stud
ents
Fakt
or B
Contextual
(A1)
Expository
(A2)
Extrovert (B1)
N1 = 20
X1 = 254
X
2
= 3249
N3 = 16
X3 = 164
X
2
=
1752
N =36
Xb1 = 418
X
2
= 5001
Introvert (B2)
N2 = 15
X2 = 159
X
2
= 1694
N4 = 19
X4 = 232
X
2
=
2862
N =34
Xb1 = 390
X
2
= 4556
Total
N = 35
Xk1 = 413
X
2
= 4943
N = 35
Xk2 =
396
X
2
=
4614
Overall results of the 2x2 factorial ANOVA
calculation for testing the research hypothesis can be
seen in the table below.
Table 3. Summary of Hyphotesis Testing
Varian JK RJK dk F
value
Result
Between
column
(A)
50.3 50.3 1 25.15 Significant
Between
row (B)
23.41 23.41 1 11.71 Significant
Interaction 47.76 47.76 1 23.89 Significant
Error 131.5 1.99 66
Differences in economic learning outcomes of
students taught by contextual learning strategies and
UNICEES 2018 - Unimed International Conference on Economics Education and Social Science
160
expository learning strategies. The hypothesis tested
is:
H0: µA1 µA2
Ha: µA1> µA2
Based on the results of hypothesis testing in table
2 above, the results of the calculation of the learning
strategy data are obtained, where Fvalue = 25.15>
Ftable = (3.99) at α = 0.05, which means the Zero
Hypothesis (H0) is rejected. Thus the research
hypothesis states that economic learning outcomes
of students who are taught with contextual learning
strategies are higher than the economic learning
outcomes of students who use expository learning
strategies (Ha) tested the truth.
Differences in economic learning outcomes of
students who have the extroverted personality and
have an introverted personality. The hypothesis
tested is:
H0: µB1 µB2
Ha: µB1> µB2
There is an interaction between contextual
learning strategies and student personality types. The
hypothesis tested is:
H0: A x B = 0
Ha: A x B 0
Based on the results of hypothesis testing in table
2 above, the results of the calculation of the
interaction data of the learning strategy and the
personality type of students are obtained, where
Fvalue = 23.89> Ftable = (3.99) at α = 0.05, which
means that the Zero Hypothesis (H0) is rejected.
research hypothesis which states that there is an
interaction between learning strategies and student
personality types in influencing students' economic
learning outcomes (Ha) tested the truth.
Because there is an interaction between learning
strategies and personality types in influencing
economic learning outcomes, it is necessary to do
further testing (post hoc test), to find out the average
learning outcomes which sample is different. To see
the form of interaction between learning models and
personality types in influencing economic learning
outcomes, further tests were carried out using the
Scheffe test. A summary of the Scheffe test results
can be seen in table 4 below:
Table 4: Summary of Scheffe Post-Hoc Test
No Comparison
between
group
F
value
F
table
Result
1 Cell A1B1
and Cell
A1B1
9.36 2.74 Significant
2 Cell A1B1
and Cell
12.98 2.74 Significant
A2B1
3 Cell A1B1
and Cell
A2B2
0.54 2.74 Not-
Significant
4 Cell A1B2
dan Cell
A2B1
0.24 2.74 Tidak
signifikan
5 Cell A1B2
dan Cell
A2B2
5.44 2.74 Signifikan
6 Cell A2B1
dan Cell
A2B2
8.21 2.74 Signifikan
Acceptance criteria, if Fvalue> Ftable, then there
is a significant difference. Based on the Scheffe test
above, it is concluded as follows:
a. There are significant differences between the
economic learning outcomes of groups of students
who have an extroverted personality who are taught
using contextual learning strategies (A1B1)
compared to groups of students who have an
introverted personality (A1B2) who are taught using
contextual learning strategies with Fvalue> Ftable
9.36> 2.74. Based on the average value, it appears
that the group of students who have extroverted
personality are taught using contextual learning
strategies (12.70) obtain higher economic learning
outcomes than the group of students who have
introverted personality taught using contextual
learning strategies (10.50).
b. There are significant differences between
economic learning outcomes of groups of students
who have an extroverted personality who are taught
using contextual learning strategies (A1B1)
compared to groups of students who have
extroverted personality taught by using expository
learning strategies (A2B1) with Fvalue> Ftable, ie,
12.98> 2.74. Based on the average value, it appears
that the group of students who have extroverted
personality are taught using contextual learning
strategies (12.70) obtain higher economic learning
outcomes than the group of students who have
extroverted personality taught using expository
learning strategies (10.25).
c. Economic learning outcomes between groups
of students who have extroverted personality taught
using contextual learning strategies (A1B1) with
groups of students who have introverted personality
taught by using expository learning strategies
(A2B2) show no difference, where the value Fvalue
<Ftable is 0.54> 2.74. This result shows that groups
of students who have extroverted personality are
taught by using contextual learning strategies
(12.70) as a whole there is no difference compared
Differences in Economic Learning Outcomes based on the Interaction of Contextual and Expository Learning Strategies with Personality
Types of Students
161
to groups of students who have introverted
personality taught using expository learning
strategies (12.21).
d. Economic learning outcomes of groups of
students who have introverted personality taught
using contextual learning strategies (A1B2) with
groups of students who have extroverted personality
taught by using expository learning strategies
(A2B1) cannot be used, where the value of Fvalue
<Ftable is 0.24 > 2.74. The things that are done by
groups of students who have introverted personality
by using contextual learning strategies (10.60)
overall there is no difference in groups of students
who have extroverted personality taught using
expository learning strategies (10.25).
e. There are significant differences between the
economic learning outcomes of groups of students
who have an introverted personality who are taught
using contextual learning strategies (A1B2)
compared to groups of students who have
introverted personality taught using expository
learning strategies (A2B2) with Fvaluet> Ftable ie,
5.44> 2.74. Based on the average value, it appears
that groups of students who have introverted
personality are taught using expository learning
strategies (12.21) obtain higher economic learning
outcomes than groups of students who have
introverted personality taught using contextual
learning strategies (10.60)).
f. There are significant differences between
economic learning outcomes of groups of students
who have extroverted personality taught using
expository learning strategies (A2B1) compared to
groups of students who have introverted personality
taught using expository learning strategies (A2B2)
with Fvalue> Fable, i.e., 8.21> 2.74. Based on the
average value, it appears that groups of students who
have introverted personality are taught using
expository learning strategies (12.21) obtain higher
economic learning outcomes than groups of students
who have extroverted personality taught using
expository learning strategies (10.25).
Based on the results of testing the hypothesis
above it can be seen that there is an interaction
between the learning strategy and the type of
personality of students towards the results of
economic learning. This form of interaction can be
seen in the diagram below.
Figure 1: Diagram of Learning Strategy Interaction
with Personality Type
Based on the results obtained in hypothesis
testing, it can be stated that:
1. Differences in Economic Learning Outcomes
of Student Groups Given Contextual Learning
Strategies with Student Groups Given Expository
Learning Strategies.
The results of this study indicate that overall
economic learning outcomes of groups of students
who are given contextual learning strategies are
higher than the economic learning outcomes of
groups of students given an expository learning
strategy.
This contextual learning strategy is very suitable
to be used in economic lessons because economic
lessons consist of facts, concepts, principles whose
scope is quite broad, so it requires a method that
involves students in understanding fully. Learning
by using contextual learning strategies provides
students with more excellent opportunities to gain
awareness and develop their concepts better because
they involve students' experiences.
The findings in this study based on the analysis
of hypothesis testing and Scheffe's further test
showed that the average score of the economic
learning outcomes of students who were given a
contextual learning strategy was 11.75, higher than
the economic learning outcomes of students treated
with expository learning strategies, namely 11.42.
The results of the analysis of variance analysis for
the two treatment forms of the learning strategy
show that Fvalue (25.15)> Ftable (3.99), at the level
of α = 0.05. The test results above show that there
are significant differences between student learning
outcomes given contextual learning strategies and
students given expository learning strategies..
This is in line with the results of the State study
(2011), entitled "The Effect of Contextual Learning
Strategies and Emotional Intelligence on Indonesian
Language Learning Achievement of Grade IV
UNICEES 2018 - Unimed International Conference on Economics Education and Social Science
162
Students of Singopuran 01 Kartasura Elementary
School in the Academic Year 2010/2011," which
concluded that contextual learning methods can
produce Indonesian language learning achievement
is better than the lecture learning method, with the
test statistic value Fvalue> Ftable, which is 4,627>
4,013 and the average value of learning achievement
of students who are subjected to contextual learning
method is greater than the lecture learning method,
namely 75,61> 69.35.
2. Differences in economic learning outcomes of
groups of students who have an extroverted
personality type with a group of students who have
an introverted personality type.
Everyone has a unique and unique personality,
which is often called personality. There are two
types of personality, namely extrovert and introvert.
Extroverted students tend to be faster and more
comfortable in establishing social relationships and
adapting to others or their environment, so that when
they discover the facts of problems in economic
learning they will be provoked to search and ask
people who are more capable, and interested in
connecting/associating material with their respective
experiences. This is because personally extroverted
students tend to be easier to deal with tasks and
economic problems that mostly require reasoning.
This study shows that students who are
extroverted have better economic learning outcomes
than economic learning outcomes of students with
the introverted personality. From the findings of the
study that the average score of economic learning
outcomes of students who have extroverted
personality is 11.61, higher than the economic
learning outcomes of students who have an
introverted personality that is 11.44. this is because
students who are extroverted are individuals who are
active and ask questions. Likewise, if it is associated
with social behavior, these two personality types
show significant differences.
The findings in this study based on hypothesis
analysis and Scheffe's further tests show that Fvalue
(11.71)> Ftable (3.99), at the level of α = 0.05. The
test results above show that there are significant
differences between economic learning outcomes of
students with the extroverted personality and
economic learning outcomes of students with
introverted personality.
This study is in line with the results of Samosir
and Sibuea's (2014) study, with the title "The Effect
of Cooperative Learning Models and Student
Personality Types on Integrated Social Studies
Learning Outcomes," which concluded that based on
the results of hypothesis testing obtained the results
of the calculation of personality type data, where
Fvalue = 5, 37 and the critical value of Ftable with
dk = (1.68) and α = 0.05 is 3.98. These results
indicate that Fvalue = 5.37> Ftable = 3.98 which
states that students who have extroverted personality
types obtain higher Social Studies learning outcomes
than students who have introverted personality
types.
3. Interaction Between Giving Learning
Strategies to Students' Type of Personality in
Influencing Economic Learning Outcomes.
The results of the study stated that learning
strategies and personality types of students interact
with each other in influencing economic learning
outcomes. From the calculation results obtained
Fvalue (23.89)> Ftable (3.99), at the level of α =
0.05. The existence of interaction proves that the
learning strategy has a different influence on
economic learning outcomes if delivered to groups
of students who have different personalities.
The consideration of the personality traits of
each student is something that should be noted. This
is known because each student has a different
personality. But the focus of the research is
extroverted and introverted personality. The results
of the data analysis of this study indicate that the
average economic learning outcomes of extroverted
individuals who were treated with contextual
learning strategies (12.70) were higher than those of
introverted students who had expository learning
strategies (12.21).
This finding is in line with the results of
Mularsih's research (2010), with the title "Learning
Strategies, Personality Types, and Indonesian
Language Learning Outcomes for Junior High
School Students," which concluded that there was a
positive interaction between learning strategies and
personality types on Indonesian learning outcomes.
junior high school students. This is indicated by the
results of calculations through the ANOVA test,
with Fvalue = 27.31> Ftable (0.05) = 4.06.
This is understandable because students who
have extroverted personality tend to like interacting
with their social environment and in this case the
school environment, extroverted students like to
discuss, socialize, and like to ask questions with
their friends and this is in accordance with the
application of sexual learning strategies that involve
many discussion activities. Students are directed to
link social experiences/groups/individuals with
material taught in the classroom, so students are
encouraged to think critically and are able to
contribute in real life. Whereas students who have
Differences in Economic Learning Outcomes based on the Interaction of Contextual and Expository Learning Strategies with Personality
Types of Students
163
introverted personality tend to be alone, withdraw
from the crowd, prefer to work alone and accept it so
that they tend to be closed and do not like
communicating with others. So introverts prefer to
listen and record every subject material presented by
the teacher, this is in accordance with expository
learning strategies which are more likely to be
dominated by teachers and many students hear and
receive raw material (one-way learning) from
educators. Thus it can be understood that there is an
interaction between learning strategies and
personality types on student economic learning
outcomes.
5 CONCLUSIONS
Based on the results of the research and discussion
that has been stated previously, some conclusions
can be drawn as follows:
1. Giving learning strategies will affect the
learning outcomes of Economics, namely
groups of students who are treated with
contextual learning strategies will have a greater
influence on learning outcomes compared to
expository learning strategies. Therefore,
contextual learning strategies will be better used
in improving economic learning outcomes.
2. The economic learning outcomes of students
with extroverted personality as a whole are
higher than the group of students with an overall
introverted personality. This finding means that
students who are extroverted are better or more
dominant than students who are introverted in
economics.
3. There is an interaction of learning strategy
treatment with students' personality towards
economic learning outcomes. Contextual
learning strategies are better used for
extroverted students while expository learning
strategies are more used for introverted
students.
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