scholarly journals The Kansei Design Characteristics towards Learning Style

2013 ◽  
Vol 2013 ◽  
pp. 1-29 ◽  
Author(s):  
Haeryip Sihombing ◽  
M. Y. Yuhazri ◽  
S. H. Yahaya ◽  
Fevi Syaifoelida
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Product Design ◽  
Learning Style ◽  
Learning Experiences ◽  
Kansei Engineering ◽  
Engineering Approach ◽  
Design Characteristics ◽  
Student Learning Style ◽  
And Behavior

The individuals possess unique ways of how they learn. Based on this perspective, each of individuals will approach the general learning experiences in a personal and individualized way related to his/her performance and behavior. This study is to analyze the characteristics of product design using Kansei Engineering approach towards the student learning style based on Felder and Soloman's theory. Using the 8 (eight) spectacles designs proposed comparing the emotional feeling towards design of product, the study involved 100 students who are using spectacles as the respondents. Focusing on the perception and input dimensions of the Felder-Soloman learning styles comprised in 22 questions and the Crane cognitive alert styles in 9 questions, the result of study shows that the students who are using spectacles are dominated by “the visual” type of Felder-Soloman learning styles. In addition, based on the using of Kansei Engineering, this study also found that the respondents tend to interpret the rimless design of spectacles as “fragile,” “unattractive,” “old-fashion” product, while the design with thicker frame as “durable,” “attractive,” cool,” “ergonomic” product. In this study, there are also the significant correlations proved against the preferences of product design based on quality affective (Kansei Engineering) using learning styles and cognitive alert styles.

scholarly journals Android-Based Expert System Application to Determine Math Learning Styles of Elementary School Students in Surakarta

2020 ◽  
pp. 65-70
Author(s):  
Rayung Wulan ◽  
Achmad Sarwandianto ◽  
Nur Alamsyah ◽  
Aulia Ar Rakhman Awaludin
Keyword(s):  
Expert System ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
System Application ◽  
Student Assessment ◽  
Internal Consistency Reliability ◽  
School Students ◽  
Student Learning Style ◽  
Student Learning Styles

This Android-based expert system application was created to assist teachers in analysing student learning styles and identification of student learning styles that are easy to transfer knowledge in schools. The instrument used was the results of a questionnaire to measure learning style variables and student assessment variables in receiving mathematics lessons. The Android-based expert system application was designed based on student learning style questionnaire, the questionnaire was validated, and internal consistency reliability, set the instrument items and then collected in the rules and decision trees. The results of the questionnaire were taken from 6 elementary schools in Surakarta. The inference method used in this calculation is the forward chaining method, looking at the results of the decision tree as outlined in the expert system application. The Android-based expert system application is very effective and efficient in analysing student learning styles.

Identifikasi Gaya Belajar Mahasiswa Pendidikan Jasmani Kesehatan dan Rekreasi (PJKR) IKIP Budi Utomo Malang

2019 ◽  
Vol 25 (2) ◽  
pp. 6-11
Author(s):  
Ahmad Ilham Habibi ◽  
Tri Asih Wahyu Hartati ◽  
Purwaning Budi Lestari
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Learning And Teaching ◽  
Kinesthetic Learning ◽  
Study Programs ◽  
Qualitative Descriptive ◽  
Student Learning Style ◽  
Student Learning Styles

Lecturers must know and understand the characteristics and learning styles of their students so that their interactions can take place well in the learning and teaching process. However, in reality in the field most of the Lecturers are Educational Study Programs Physical Health and Recreation (PJKR) does not yet know and understand student learning styles optimally. Therefore this study aims to determine the tendency of PJKR student learning styles at IKIP Budi Utomo Malang. This research is a qualitative descriptive study.The instruments of this study were student learning style questionnaires, interview guidelines for lecturers and interview guidelines for students. The results showed that the most dominant PJKR student learning style was the visual learning style with a total of 98 students (63.23%). The next dominant student learning style is the kinesthetic learning style with a total of 23 students (14.84%).The conclusion of this study is that most PJKR students have a visual learning style and some others have kinesthetic learning styles.

scholarly journals Preferred Learning Styles of Professional Undergraduate and Graduate Athletic Training Students

2015 ◽  
Vol 10 (2) ◽  
pp. 159-163 ◽  
Author(s):  
Sarah Thon ◽  
Pamela Hansen
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Athletic Training ◽  
Goodness Of Fit ◽  
Athletic Training Students ◽  
Goodness Of Fit Test ◽  
Male And Female ◽  
Significant Difference ◽  
Student Learning Style

Context Recognizing the preferred learning style of professional undergraduate and graduate athletic training students will equip educators to more effectively improve their teaching methods and optimize student learning. Objective To determine the preferred learning style of professional undergraduate and graduate athletic training students using Marshall and Merritt's Student Learning Style Questionnaire based on Kolb's theory of experiential learning. Design Cross-sectional survey. Setting Colleges with Commission on Accreditation of Athletic Training Education accredited professional undergraduate and/or graduate athletic training programs. Patients or Other Participants Four hundred twenty-nine students (men = 125, women = 303, not available = 1) from 88 professional undergraduate programs and 69 students (men = 27, women = 42) from 21 professional graduate programs. Intervention(s) A 40-item Student Learning Style Questionnaire (LSQ) was administered. Participants chose between words that were characteristic of how they learn. After scoring the LSQ, the learning style preferences were determined. The styles were Diverger, Assimilator, Converger, or Accommodator. Main Outcome Measure(s) Learning Style Questionnaire survey scores were used to determine the preferred learning style of male and female professional undergraduate athletic training students, male and female professional graduate athletic training students, and any significant differences between learning styles. The χ2 goodness of fit test and χ2 test of independence were used to compare differences between the groups. Results A significant difference (P ≤ .0001) was observed between learning styles. The Diverger style was preferred by both professional undergraduate and graduate athletic training students. We found no significant difference in preferred learning style between the undergraduate and graduate student groups or between men and women. Conclusions Although undergraduate and graduate athletic training students have a variety of learning styles, the Diverger style of learning, which relies on concrete experience and reflective observation, was preferred in our study. Educators should provide learning opportunities in a variety of ways to reach all preferred learning styles.

scholarly journals Student learning styles: Implications for interprofessional education program design

2020 ◽  
Vol 2 (1) ◽  
pp. 101-112
Author(s):  
Todd Michael Tedrow ◽  
◽  
Jennifer Anderson ◽  
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Interprofessional Education ◽  
Quantitative Research ◽  
Learning Experience ◽  
Academic Disciplines ◽  
Cross Sectional ◽  
Student Centered ◽  
Student Learning Style

This cross-sectional, exploratory, quantitative research project investigated differences in students’ learning styles across multiple academic disciplines. The Grasha-Reichmann Student Learning Style Scales (GRSLSS) was selected which presents six learning styles: independent, avoidant, collaborative, dependent, competitive, and participant. Surveys were administered to students (N = 448) registered in professional preparatory programs (n = 6) at a Midwest regional commuter-based campus. Results support the need for interprofessional education initiatives to be developed from a student-centered perspective where the attributes of learners are interwoven – explicitly and implicitly, into the learning experience.

scholarly journals Implementasi Problem Based Learning (PBL) menggunakan Virtual Dan Real Lab Ditinjau dari Gaya Belajar Untuk Meningkatkan Hasil Belajar Siswa

2019 ◽  
Vol 1 (2) ◽  
pp. 58
Author(s):  
JUBELLI SIANTURI ◽  
FREEDY TUA MUSA PANGGABEAN
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Significant Interaction ◽  
Interaction Analysis ◽  
Student Learning Outcomes ◽  
Factor B ◽  
Virtual Lab ◽  
Student Learning Style

This study aims: (1) To find out the differences in learning outcomes of students who are taught using virtual and real lab; (2) To find out the correlation between learning styles with student learning outcomes by applying PBL models using virtual and real lab; (3) To find out the interaction between class and student learning style on student learning outcomes. Analysis results: (1) differences in student learning outcomes by applying PBL using a virtual lab (78.269 ± 9,994) and real lab (70.96 ± 8.834) where t-test (2.794) and sig 0.007 <0.05 are obtained; (2) There is a very significant relationship between the two variables in the experimental class-I and II, which obtained a correlation value of 1 (sig. 0,000 <0.05); (3) There are interactions between classes using virtual and real labs and student learning styles on student learning outcomes. Interaction analysis obtained results between columns (A) Fhit 58,480> F table 3.20 (sig 0,000 <0.05) means that factor A is real; inter-row results (B) Fhit of 0.070 <F table 4.05 (sig 0.932> 0.05) means that the factor B is not significant; interaction results (AB) Fhit of 86.41> F table 3.20 (sig 0.000 <0.05) means that the real AB factor

scholarly journals Analisis Gaya Belajar Siswa Berdasarkan Visual, Auditori, Kinestetik Pada Mata Pelajaran Biologi MAN 1 Garut

Gunahumas ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
Siti Solihah ◽  
Leni Sri Mulyani ◽  
Chevi Ardiana
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Category Learning ◽  
High Category ◽  
Biology Class ◽  
Student Learning Style ◽  
Level Of Understanding ◽  
Very High

AbstrakPada berbagai tingkat pendidikan, masih banyak ditemukan hasil belajar yang belum sesuai dengan yang diharapkan. Gaya belajar yang tidak sesuai dengan kondisi siswa berdampak pada tingkat pemahaman mata pelajaran yang rendah. Penelitian ini mengambil judul “Analisis Gaya Belajar Siswa  Berdasarkan Kriteria VAK (Visual, Auditori, dan Kinestetik ) Pada Mata Pelajaran Biologi di MAN 1 GARUT”. Permasalahan dalam penelitian ini adalah “Bagaimanakah Gaya Belajar Siswa  Berdasarkan Kriteria VAK (Visual, Auditori, Dan Kinestetik ) Pada Mata Pelajaran Biologi di MAN 1 Garut”. Penelitian ini dilakukan di MAN 1 Kabupaten Garut, Jawa Barat dan dilaksanakan pada bulan April – Mei 2018. Metode yang digunakan dalam penelitian ini adalah deskriptif dengan pendekatan kuantatif. Jumlah sampel yang diamati dalam penelitian ini adalah 150 siswa Kelas XI IPA MAN 1. Hasil penelitian gaya belajar pada mata pelajaran Biologi Kelas XI IPA 1 di MAN I Garut tahun 2018 sebanyak 85,0% gan kategori sangat rendah dan sebanyak 2,5% kinestetik dengan kategori sangat rendah. Gaya belajar pada mata pelajaran Biologi Kelas XI IPA2 di MAN I Garut tahun 2018 sebanyak 84,6% responden adalah auditorial dengan kategori tinggiresponden adalah auditorial dengan kategori sangat tinggi, sebanyak 12,5% visual den, sebanyak 12,8% visual dengan kategori sangat rendah dan sebanyak 2,6% kinestetik dengan kategori sangat rendah. Gaya belajar pada mata pelajaran Biologi Kelas X IPA 3 di MAN I Garut tahun 2018 sebanyak 77,8% adalah auditorial dengan kategori tinggi, sebanyak 13,9% visual dengan kategori sangat rendah dan sebanyak 8,3% kinestetik dengan kategori sangat rendah. Gaya belajar pada mata pelajaran Biologi Kelas XI IPA 4 di MAN I Garut tahun 2018 sebanyak 80,6% responden adalah auditorial dengan kategori tinggi, sebanyak 13,9% visual dengan kategori sangat rendah dan sebanyak 5,6% kinestetik dengan kategori sangat rendah. Gaya belajar secara umum pada mata pelajaran Biologi Kelas XI IPA di MAN I Garut tahun 2018 sebanyak 82,0% adalah auditorial dengan kategori tinggi, sebanyak 13,3% visual dengan kategori sangat rendah dan sebanyak 4,7% kinestetik dengan kategori sangat rendah.Kata Kunci  : Gaya Belajar Pada Mata Pelajaran Biologi Kelas X IPA 3 di MAN I Garut tahun 2018AbstractAt various levels of education, there are still many learning outcomes that have not been as expected. Learning styles that are not in accordance with student conditions have an impact on the level of understanding of low subjects. This study takes the title "Analysis of Student Learning Style Based on VAK Criteria (Visual, Auditory, and Kinesthetic) in Biology Subjects at MAN 1 GARUT". The problem in this study is "How is Student Learning Style Based on VAK Criteria (Visual, Auditory, and Kinesthetic) in Biology Subjects at MAN 1 Garut". This research was conducted in MAN 1 Garut West Java and was conducted in April - May 2018. The method used in this study was descriptive with a quantitative approach. The number of samples observed in this study were 150 students of Class XI Science 1. The results of research on learning styles in Biology Class XI IPA 1 subjects in MAN I Garut in 2018 were 85.0%, the category was very low and as much as 2.5% kinesthetic with a very low category. Learning styles in Biology Class XI IPA2 subjects in MAN I Garut in 2018 as many as 84.6% of respondents were auditory with the highest category of respondents being very high auditory categories, as much as 12.5% visual den, as many as 12.8% visually with very categories low and 2.6% kinesthetic with a very low category. Learning styles in Biology Class X IPA 3 subjects in MAN I Garut in 2018 as many as 77.8% were auditory with a high category, 13.9% were visually very low and 8.3% kinesthetic with very low categories. Learning styles in Biology Class XI IPA 4 subjects in MAN I Garut in 2018 as many as 80.6% of respondents were auditory with a high category, 13.9% were visually very low and 5.6% kinesthetic with very low categories. The general learning styles in Biology Class XI IPA subjects in MAN I Garut in 2018 as much as 82.0% are auditory with a high category, 13.3% are visually very low and 4.7% kinesthetic with very low categories.Keywords: Learning Style in Biology Class X Science 3 in MAN I Garut in 2018

scholarly journals Students’ Learning Style Preferences of English at Universitas Pamulang

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Hilma Safitri
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
Good Effect ◽  
Learning Style Preferences ◽  
Student Learning Style ◽  
The Individual ◽  
Style Preferences ◽  
English Students

To have insight of the students learning style is vital since it can facilitate teacher to teach and decide what methods as well as activities are appropriate for the students, for instance,  in learning English. For the students in the future, it is hoped that they can recognize their own learning style preferences in order to be able to learn successfuly, because the students themselves may have no ideas of learning styles they prefer. They just imitate what their friends do, and the teacher does not understand what the students are like and what they prefer in learning. As the consequence, it will not result in any good effect for the improvement for their successful teaching and learning. Hence, both teacher and students, particularly the teachers need to know the students’ characteristics and their learning style preferances. This study adapted the Style Analysis Survey (SAS) model proposed by Oxford (1995) concerning the the student learning style preferences. The samples of this quantitative study involved 60 students who consisted of 30 of non-English and 30 English students at UNPAM. The data taken from quetionnaire were analyzed by using SPSS into descriptive statistic. It was found that the student learning style preferences of both non-English and English students mostly fell on the Social and affective. Meanwhile, for the individual learning style preferences of each group of students are  Physiological and Cognitive executive (II) in which non-English students will remember things better if they discuss them, and English students prefer realism instead of new, unstested ideas.

scholarly journals Statistics Self-Efficacy And Learning Styles As Predictor Of Statistics Anxiety

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Ogbogo, Stella ◽  
Dr.Amadi, Glory N.
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Student Learning ◽  
Multiple Regression ◽  
Learning Style ◽  
Self Efficacy ◽  
Null Hypothesis ◽  
Rating Scale ◽  
Statistics Anxiety ◽  
Student Learning Style

The study investigated statistics self-efficacy and learning styles as predictors of statistics anxiety among graduate students in University of Port Harcourt. Seven research questions and six null hypotheses were formulated to guide the study. The participants in the study were 150 (male = 86, female 64) graduate students drawn through stratified random sampling technique. Three valid instrument titled; statistical anxiety rating scale (STARS), current statistics self-efficacy scale (CSSES), and Grasham Reichann student learning style scales(GRSLSC) was used for data collection. The validity of the instrument was determined using multivariate statistical method of factor analysis. The reliability indices of the instrument were estimated using the Cronbach alpha with coefficients values for statistics anxiety rating scale. .916 and sub scales of .884.71, .80, .70, .63, .60. Current statistics self-efficacy r = .623, and .56, 52, 53, 54, 51, 60 coefficients for the Grasha-Riechmann student learning style scales sub scales. Research question 1, was answered using descriptive statistics of mean and standard deviation, while 2, 3, 4 and 5 was answered using simple and multiple regression. The null hypothesis tested at 0.05 level of significance with ANOVA associated with multiple regression and t – test associated with simple regression was used for providing answers to the null hypothesis. The result revealed that the statistics anxiety level of graduated student was high, Statistics self-efficacy and learning styles both individual and jointly was seen to predict statistics anxiety. It was recommended that psychological and educational intervention be carried out in the context of increasing statistics self-efficacy and reducing statistics anxiety. Based on findings implications were made and suggestions for further studies.

scholarly journals Analisis Kesulitan Siswa SMA dengan Gaya Belajar Visual dalam Menyelesaikan Soal HOTS

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Prasetyo Budi Darmono ◽  
Mei Wijayadi ◽  
Nila Kurniasih
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Qualitative Method ◽  
Visual Learning ◽  
Sampling Technique ◽  
Snowball Sampling ◽  
Range Analysis ◽  
The Subject ◽  
Student Learning Style

<p><em>The difficulties of student in solving HOTS problems are caused</em><em> by</em><em> some factors. One of them is student learning style. Student learning styles are divided </em><em>into three types, namely</em><em> visual, auditorial, and kinest</em><em>h</em><em>etic</em><em>s</em><em>. This research focuses on visual learning style. This research uses a qualitative method aiming to d</em><em>e</em><em>scribe the difficulties of student in solving HOTS mathematic problems by visual learning style. The subject was taken using snowball sampling and purposive sampling technique. The data collection techniques were questionnaire, test, interview, and note range. Analysis techniques used on in this research were data reduction, data display and conclusion drawing. The result of this research was student who had a visual learning style got difficulty in using concept at problem with C6 grade. That was because the students were not familiar with HOTS problems.</em><em></em></p>

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