Differences in Economic Learning Outcomes based on the

Interaction of Contextual and Expository Learning Strategies with

Personality Types of Students

Masrianawaty Lase

, Eko Wahyu Nugrahadi

, Johnson

and Muammar Rinaldi

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

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

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

Strategy

Faktor

Learning Strategy

Total

Pers

onali

type

Stud

ents

Fakt

or B

Contextual

(A1)

Expository

(A2)

Extrovert (B1)

N1 = 20

∑X1 = 254

∑X

= 3249

N3 = 16

∑X3 = 164

∑X

1752

N =36

∑Xb1 = 418

∑X

= 5001

Introvert (B2)

N2 = 15

∑X2 = 159

∑X

= 1694

N4 = 19

∑X4 = 232

∑X

2862

N =34

∑Xb1 = 390

∑X

= 4556

Total

N = 35

∑Xk1 = 413

∑X

= 4943

N = 35

∑Xk2 =

396

∑X

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

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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

value

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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