scholarly journals Visual learning style-based chemistry mental model representation through transformative online learning

2021 ◽  
Vol 2104 (1) ◽  
pp. 012023
Author(s):  
A Winarti ◽  
A Almubarak ◽  
P Saadi
Keyword(s):  
Learning Styles ◽  
Mental Models ◽  
Learning Style ◽  
Chemistry Education ◽  
Visual Learning ◽  
Education Students ◽  
Qualitative And Quantitative ◽  
Chemistry Learning ◽  
Kinaesthetic Learning ◽  
Learning Concept

Abstract Analysis of learning styles is one of the main things teachers need to do before carrying out teaching. The study of learning styles can provide an overview of how a teacher designs a learning concept by students’ learning styles. The learning process will show students’ mental models with their respective learning styles so that these mental models become the primary material for how teachers develop students’ cognitive. This research aimed to describe students’ mental models in terms of students’ visual learning styles. The method used is descriptive with qualitative and quantitative approaches with transformative-based learning concepts. The research results show that chemistry education students for chemistry learning innovation courses only have visual learning styles of 71.43% and audio by 28.55% and do not have kinaesthetic learning styles. This research focuses on visual learning styles to see students’ mental models. The conclusion is that students still need cognitive strengthening, especially the ability to interpret phenomena at the sub microscopic level. With the visual learning style, students are expected to transform their cognitive so that they have mental structures and models relevant in theory and terminology.

scholarly journals Gaya Belajar Mahasiswa Pendidikan Matematika Universitas Flores dalam Pemahaman Konsep Fungsi

2020 ◽  
Vol 3 (2) ◽  
pp. 48-56
Author(s):  
Vivien Restianim ◽  
Agnes Pendy ◽  
Juwita Merdja
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Quantitative Research ◽  
Group Learning ◽  
Student Learning Outcomes ◽  
Function Concept ◽  
Education Students ◽  
Qualitative And Quantitative ◽  
Mathematic Education

The purpose of this research is to find out the dominant learning style of students of Department of Mathematic Education University of Flores in understanding the function concept and also to find out the correlation between gender and learning style. Furthermore, to determine the effect of learning styles on the learning outcomes of function materials. This type of research is qualitative and quantitative research.  The results of this research is the majority of students of of Department of Mathematic Education University of Flores have Social group learning styles with 43.21%. On the other hand, the majority of mathematics education students are women, but this does not affect the choice of learning styles. In this study, learning styles affect student learning outcomes on the understanding of the functions concept  with an F count is 16.978 greater than F table = 3.96. Keyword: Learning style, Function, Gender, Learning outcome

scholarly journals The Effect of Learning Style on Students’ Learning Performance During the Covid-19 Pandemic

2021 ◽  
Vol 6 (1) ◽  
pp. 115-123
Author(s):  
Sri Wilda Albeta ◽  
Sri Haryati ◽  
Dedi Futra ◽  
Riri Aisyah ◽  
Anggi Desviana Siregar
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Chemistry Education ◽  
Learning Performance ◽  
Education Students ◽  
Grade Point ◽  
Significant Difference ◽  
Research Students

The research aims to determine the effect of learning style on students’ performance through online learning during the Covid-19 pandemic. The subjects of study are 269 chemistry education students at three universities in Indonesia. The data collection of learning style uses a Likert scale questionnaire, and learning performance is obtained from students’ grade point average. In this research, students’ learning style was divided into visual, auditorial, and kinesthetic. Data were analyzed using descriptive statistics with linear regression and ANOVA tests. The learning styles positively affect student learning performance by 4.7%, while 95.3% of other factors are not examined in this study. The learning performance of students with auditory is higher than visual and kinesthetic learning styles. Based on the inferential analysis, there is no significant difference in student learning performance based on student learning styles. Therefore, students with different learning styles have the same learning performance in online learning.

scholarly journals Learning Styles Preferences Using Fuzzy Logic System

2021 ◽  
Vol 6 (1) ◽  
pp. 54-66
Author(s):  
Wan Nurshazelin Wan Shahidan ◽  
Nur Rusmawati Ishak ◽  
Siti Nor Nadrah Muhamad
Keyword(s):  
Fuzzy Logic ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Fuzzy Logic System ◽  
Female Students ◽  
Activity Level ◽  
Speaking Rate ◽  
Kinaesthetic Learning ◽  
Logic System

Every individual has their own natural or habitual pattern of gathering and processing information in learning situations. The different environment between school and university studies will pose a significant impact on the learning style of students. The objectives of this study are to analyse the most preferred learning style among first-year diploma students in Universiti Teknologi MARA (UiTM) Perlis Branch and compare the preferred learning style among male and female students using the Fuzzy Logic System. There were nine variable inputs in determining the fuzzy logic learning styles which are reading likeness, by nature, thinking time, speaking rate, activity level, activity enjoyment, visual distraction, auditory distraction and using instruction to obtain the VARK (visual, auditory, read/write, kinaesthetic) learning styles output. The results showed that 32% of the students prefers visual learning styles based on the VARK questionnaire while for the fuzzy inferences system, 40% of the students prefer visual learning style. Additionally, 45% of male students preferred visual learning styles followed by reading/writing and kinaesthetic learning styles of 20%. Among female students, 34% of them also showed preferred visual learning styles, followed by reading/writing learning styles. It is concluded that the vast majority of UiTM Perlis Branch students prefers visual learning styles in their studies.

scholarly journals PROFIL KEMAMPUAN PENALARAN INDUKTIF MATEMATIKA MAHASISWA PENDIDIKAN MATEMATIKA UNIPA DITINJAU DARI GAYA BELAJAR

2018 ◽  
Vol 1 (2) ◽  
pp. 127
Author(s):  
Agus Haryono ◽  
Benidiktus Tanujaya
Keyword(s):  
Mathematics Education ◽  
Learning Styles ◽  
Learning Style ◽  
Mathematical Reasoning ◽  
Visual Learning ◽  
Inductive Reasoning ◽  
Education Students ◽  
Reasoning Abilities ◽  
Kinesthetic Learning ◽  
Mathematical Problems

<p>The purpose of this research was to study the profile of students' mathematical inductive reasoning abilities regarding visual, auditory and kinesthetic learning styles in solving mathematical problems. The research method used is qualitative with a descriptive approach. The results of the study showed that UNIPA mathematics education students tended to study with Visual Learning Styles. Students with this learning style tend to have inductive mathematical reasoning abilities that are better than inductive mathematical reasoning abilities of students learning with auditorial learning styles and those who learn with the kinesthetic learning style. Also, Mathematics Education students of the University of Papua do not have the ability to examine the validity of an argument and find patterns or characteristics of mathematical symptoms to generalize.</p>

A comparison on the learning styles of chemistry students and chemistry education students in universities in Turkey

2020 ◽  
Vol 8 (4) ◽  
pp. 841-848
Author(s):  
Dilek Çelikler ◽  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Chemistry Education ◽  
Study Group ◽  
Education Students ◽  
Entire Study ◽  
Chemistry Students ◽  
Learning Style Inventory ◽  
Geographical Regions

The aim of the study is to compare learning styles of students in the department of chemistry education in education faculties and learning styles of students in the department of chemistry in faculties of science or faculties of arts and sciences in Turkey. The study group of the study is comprised of 1291 undergraduate students in total from the chemistry departments in eight universities and from Chemistry Education departments in 5 universities located in different geographical regions in Turkey. Data was obtained using Kolb Learning Style Inventory. When the entire study group is considered, it is observed that chemistry undergraduate students have diverging learning style as the dominant and that the assimilating learning style as the second among their learning style preferences. It is concluded that chemistry students have assimilating learning style while chemistry education students have diverging learning style as the dominant one according to the departments.

scholarly journals Experimentation with Realistic Mathematic Education Learning Approach to Problem Solving Skills on Social Arithmetic Material From Learning Style

2019 ◽  
Vol 2 (3) ◽  
pp. 31
Author(s):  
M Ade Irawan ◽  
Subki Subki ◽  
Kiki Riska Ayu Kurniawati
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Mathematical Problem ◽  
Visual Learning ◽  
Auditory Learning ◽  
Problem Solving Skills ◽  
Comparison Test ◽  
The Difference ◽  
Kinaesthetic Learning

The purpose of this research is to know the difference in problem-solving skills in social arithmetic material is reviewed from the learning style and which learning style has the best problem solving ability. The type of research used is the QUASI experiment. This study was conducted at MTS Putri NW Narmada 2018/2019 school year. The population in this study is all students of MTS Putri NW Narmada. Sampling techniques using Cluster Random Sampling, the sample used is Class VII F. Data collected with tests and tested with ANAVA one way. The results of the study stated that: Students with auditory, visual, and kinaesthetic learning styles have different mathematical problem solving skills. To further need a further test post Anava with Scheffe method. From the average comparison test results The average between the row and the column obtained the conclusion as follows: (1) in a double-comparison test between students with visual and auditory learning style of Ho received. Because Ho is accepted, students who have a visual and auditory learning style have the same problem solving skills. 2 In the double comparison test between students with auditory and kinaesthetic learning style is accepted by Ho. Since Ho is accepted, students with kinaesthetic and auditory learning styles have the same problem solving skills. 3 In the double comparison test between students with visual and kinaesthetic learning Styles Ho was rejected. Because Ho is rejected, there is a difference in problem solving skills between students with kinaesthetic learning style with students of visual learning style.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

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

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

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

THE EFFECT BETWEEN COOPERATIVE LERANING AND LEARNING STYLE OF THE GERMANY WRITTING OUTCOM

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 172
Author(s):  
Fauzan Adhima
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Styles ◽  
Factorial Design ◽  
Learning Style ◽  
Interaction Effect ◽  
Empirical Data ◽  
Visual Learning ◽  
Design Data ◽  
Auditory Learning

<p><em>The aim of the study is to reveal the empirical data about the effect of cooperative learning and learning styles on the outcome of germany writting of SMA Negeri 42 Jakarta. The methodology used is the experimental method with a 2x2 factorial design. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1)   The teaching cooperative leraning type STAD was higher than students who take cooperative leraning type Pair Cheks teaching. 2) The visual learning style was higher than students who have auditory learning style. 3) The students who take the teaching  cooperative leraning type Pair Cheks and have a visual learning style higher than students who take cooperative leraning type STAD and have a visual learning style . 4) The cooperative leraning type STAD and auditory learning style is higher than  cooperative leraning type Pair Cheks and have auditory learning styles. 5) The teaching cooperative leraning type STAD and have a auditory learning style was higher than the teaching cooperative leraning type STAD and have visual learning styles. 6) The cooperative leraning type Pair Cheks and have a visual learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 7) There is an interaction effect between  cooperative leraning  and learning style of the germany writting outcome.</em></p><p><em><br /></em></p><p> </p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p>

scholarly journals The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

2018 ◽  
Vol 7 (4.15) ◽  
pp. 435
Author(s):  
Cahyo Hasanudin ◽  
Ayu Fitrianingsih ◽  
. .
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Visual Learning ◽  
First Year ◽  
First Year Students ◽  
Auditory Learning ◽  
Data Collection Technique ◽  
Normalized Gain ◽  
Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.  

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