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首页> 外文期刊>Journal of Education and Practice >The Effect of the Contextual, The Problem-Based, and the Group Investigation Learning Models on the Short Story Appreciation Ability Viewed from the Verbal Linguistic Intelligences
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The Effect of the Contextual, The Problem-Based, and the Group Investigation Learning Models on the Short Story Appreciation Ability Viewed from the Verbal Linguistic Intelligences

机译：从言语语言智能角度看语境，基于问题和群体调查学习模型对短篇小说欣赏能力的影响

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The objectives of this research are investigate: whether or not there is a difference in the short story appreciation ability among the groups of students instructed with the contextual teaching and learning (CTL), the problem-based learning (PBL), and the group investigation learning (GI) models; whether or not there is a difference in the short story appreciation ability between the students with the high verbal linguistic intelligence and those with the low verbal linguistic intelligence; and whether or not there is an interaction of effect between the learning models and the verbal linguistic intelligences on the short story appreciation ability. This research used the experimental research method with the factorial design of 3x2. Manipulations were done to the variables of the learning models. The experimental groups were exposed to special treatments; the group was instructed with the Contextual Teaching and Learning, problem-based learning, and GI models. The experimental groups also differentiated into the students with the high linguistic verbal intelligence and those with the low verbal linguistic intelligence. The population of the research was the students in Grade V of Nationally Standardized Primary Schools of the Office of Education and Culture of Central Java province in Academic Year 2011/2012. The samples of the research were the students in Grade V of 15 Primary Schools in five regencies/cities as many as 530 students. The samples of the research were taken by using the multi stage area random sampling technique. The data of the short story appreciation ability as well as those of the linguistic verbal intelligences were collected through tests. The data were validated by using expert judgment, and their reliability was tested by using Kuder –Richardson (KR-20)’s formula. They were then presented tables and graphs and analyzed by using the two-way analysis of variance. 1 The results of the research are as follows. 1) The short story appreciation ability of the students instructed with the contextual teaching and learning (CTL) model is better than that of the students instructed with the problem-based learning (PBL) model and that of the students instructed with the GI model. In addition, the short story appreciation ability of the students instructed with the PBL model is as good as that of the students instructed with the GI model. 2) The short story appreciation ability of the students with the high linguistic verbal intelligence is better than that of the students with the low linguistic verbal intelligence. 3) There is an interaction between the learning models and the linguistic verbal intelligences. The short story appreciation ability of the students with the high linguistic verbal intelligence instructed with the CTL model (A3B2) is better than both those instructed with the PBL model (A2B2) and those instructed with the GI model (A1B2). In addition, the short story appreciation ability of the students with the low linguistic verbal intelligence instructed with the PBL model (A2B1) is as good as that of the students instructed with the GI model (A1B1). Keywords: Learning model, contextual, problem-based, group investigation, short story appreciation ability, and linguistic verbal intelligence
机译：这项研究的目的是调查：接受情境教学（CTL），基于问题的学习（PBL）和小组调查的学生中，短篇小说欣赏能力是否存在差异学习（GI）模型;语言能力高的学生与语言能力低的学生的短篇小说欣赏能力是否存在差异;以及学习模型和语言语言智力之间对短篇小说欣赏能力的影响是否相互影响。本研究采用了3x2析因设计的实验研究方法。对学习模型的变量进行了操纵。实验组接受特殊处理。该小组接受了情境教学，基于问题的学习和GI模型的指导。实验组还分为语言语言智力高的学生和语言语言智力低的学生。研究对象为2011/2012学年中爪哇省教育和文化办公室国家标准化小学V级学生。研究样本来自五个地区/城市的15所小学的V级学生，多达530名学生。本研究的样本是采用多阶段面积随机抽样技术进行的。通过测试收集了短篇小说欣赏能力以及语言言语智力的数据。通过专家判断验证了数据，并使用Kuder –Richardson（KR-20）的公式测试了数据的可靠性。然后为他们提供表格和图表，并使用方差的双向分析进行分析。 1研究结果如下。 1）运用情境教学法（CTL）指导学生的短篇小说欣赏能力要好于基于问题的学习（PBL）模型指导的学生和地理信息模型指导的学生的短篇小说欣赏能力。另外，用PBL模型指导的学生的短篇小说欣赏能力与用GI模型指导的学生的短篇小说欣赏能力一样好。 2）语言言语能力高的学生的短篇小说欣赏能力要好于语言言语智力低的学生的短篇小说欣赏能力。 3）学习模型和语言语言智能之间存在相互作用。在CTL模型（A3B2）指导下具有较高语言言语智能的学生的短篇小说欣赏能力比在PBL模型（A2B2）和GI模型（A1B2）指导下的学生更好。此外，以PBL模式（A2B1）指导的语言能力低的学生的短故事欣赏能力与以GI模式（A1B1）指导的学生的短篇小说欣赏能力一样。关键字：学习模型，情境，基于问题，小组调查，短篇小说欣赏能力和语言言语智力

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