THE EFFECT OF SUMMARIZATION INSTRUCTIONAL STRATEGIES AND PRESENTATION FORMATS ON THE OUTCOMES OF HISTORICAL ARGUMENTATIVE REASONING
ABSTRACT: The purpose of this
research is to examine the effects of summarization instructional strategies and
presentation formats on the learning out-comes of history argumentative
reasoning. This study is designed as a
factorial design. The subjects were the students enrolled in four
state-owned senior high school in Malang Regency. The main conclusions are
presented as follow: (1) A significant difference existed for students who used
the cause-effect graphic organizer summarization strategy to answer history
argumentative reasoning post-test questions when compared to the written
summarizing strategy, (2) There is no difference between those who were
presented with present-subheadings presentation format and those who were
presented absent-subheadings on answering history argumenta-tive reasoning
posttest questions, and (3) There is a significant interaction between the
summarization instructional strategies and the presentation formats. The
students who used cause-effect graphic organizer summarization strategy and were
given with the present-subheadings presentation format significantly
outperformed in the historical
argumentative reasoning post-test scores than the other groups (graphic
organizer and absent-subheadings group, written summa-rizing and
with-subheadings group, and written summarizing and without-subheadings
group).
Key Words: summarization instructional strategy,
presentation format, cause-effect graphic organizer, written summarizing,
present-subheadings, historical argumentative reasoning
Author: Susanto Yunus Alfian
Journal Code: jpsejarah&umumgg140002
