摘要：This research was aimed to analyze the effect of interaction between guided
inquiry learning and cognitive style on students’ science learning achievement.
This study was a quasi-experiment with a 2×2 factorial design. The study was done
with the fifth grade students in Singaraja City. The sample was selected using multi
stage random sampling and 4 elementary schools were selected for the
experimental group (n=132) and another 4 for the control group (n = 107). The
experimental group used guided inquiry learning and the control group used
conventional teaching model. The study used science learning achievement test
and MFFT cognitive style test as the instruments for collecting the data. The result
of hypothesis testing showed that: 1) there is a significant difference in science
learning achievement between those who learned with guided inquiry learning
model and those who learned with conventional teaching; and 2) there is a
significant effect of interaction between guided inquiry learning model and
cognitive style on students’ science learning achievement. Guided inquiry learning
is more optimal in increasing students’ learning achievement if it is implemented to
students with reflective cognitive style than to those with impulsive cognitive style.
