Defects in visual learning in monkeys with unilateral cortical lesions

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of Central Bengkulu

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The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) ◽

10.33578/jtlee.v1i2.5881 ◽

2018 ◽

Vol 1 (2) ◽

pp. 98

Author(s):

Muhammad Fendrik ◽

Elvina Elvina

Keyword(s):

Elementary Schools ◽

Problem Solving ◽

Elementary Students ◽

Visual Learning ◽

Control Group ◽

Visual Thinking ◽

Quasi Experimental ◽

Student Skill ◽

Mathematical Skill ◽

The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

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The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

LINGUISTIK TERAPAN ◽

10.24114/lt.v11i1.2676 ◽

2014 ◽

Vol 11 (1) ◽

Author(s):

Rista Damesari Saragih ◽

Lince Sihombing ◽

Eddi Setia

Keyword(s):

Learning Styles ◽

Learning Style ◽

Significant Interaction ◽

Visual Learning ◽

Sampling Technique ◽

Cluster Sampling ◽

Instructional Approaches ◽

Vocational High School ◽

Instructional Approach ◽

Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar. Keywords: Grammar; Instructional Approach; Learning Styles

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