Abstract

Students of Open University are strongly required to be able to study independently. They rely heavily on the cognitive learning styles that they have in attempt to get maximum scores in every final exam. The participants of this research were students in the Physics Education program taking Thermodynamic subject course. The research analysis employed a two-way ANOVA statistical analysis with the following findings. First, the significance value of the students’ cognitive learning styles variable equals to 0,000 < α =5%, so it was concluded that the students’ cognitive learning styles strongly influenced their learning outcomes in Thermodynamic Science course manifested in the form of either dependent or independent cognitive styles. Second, the students’ learning independence variable turned out to be not having any significant relationship with the students’ learning outcomes in Thermodynamic. The learning independence variable had no significant influence on the students’ learning outcomes with the level of significance of dependent cognitive style 0.007 < α =5%, so it was concluded that the dependent cognitive learning style influenced the learning outcomes, and the learning independence as well as cognitive learning styles, especially the dependent type, altogether influenced the students’ learning outcomes in Thermodynamic. The learning independence variable significantly had no influence on the learning outcomes, with 0.007 < α =5% meaning that the dependent cognitive learning style strongly influenced the learning outcomes.

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