scholarly journals IDENTIFIKASI GAYA BELAJAR MAHASISWA

2016 ◽  
Vol 15 (1) ◽  
pp. 56
Author(s):  
Jeanete Ophilia Papilaya ◽  
Neleke Huliselan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
Guidance And Counseling ◽  
Auditory Learning ◽  
Study Population ◽  
Survey Results

The objective of this study was to identify learning styles of students. The approach used in this study is a quantitative approach with survey method. The variable in this study is a single variable , namely the identification of student learning styles. The study population is students of Guidance and Counseling FKIP Pattimura University totaling 388 people. Samples were used as samples in the amount of 10% of the population of 39 people. The sampling technique using Simple Random Sampling. Learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles identified as visual learning style, auditorial learning style, and kinesthetic learning style. Data analysis techniques in this study is the descriptive statistical analysis methods. Based on the survey results revealed that students of guidance and counseling FKIP Pattimura University has a tendency to one learning style. Of the 39 students found that 6 students had a tendency visual learning style, 20 students have a tendency to auditory learning style, 1 student has a tendency kinestheticlearning style, and 12 students have a tendency to mix between learning styles and learning styles visual auditorylearning styles.

scholarly journals ANALISIS AKTIVITAS BELAJAR SISWA BERDASARKAN GAYA BELAJAR VISUAL AUDITORIAL KINESTETIK SISWA PADA PEMBELAJARAN BIOLOGI KELAS XI IPA MAN 1 MEDAN

2018 ◽  
Vol 5 (4) ◽  
Author(s):  
Siti Riska Amina ◽  
Zulkifli Simatupang
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Learning Activities ◽  
Auditory Learning ◽  
Descriptive Research ◽  
Kinesthetic Learning ◽  
Motor Activities ◽  
Survey Results

This research aims to determine students's learning activities based on visual, auditory and kinesthetic learning styles of students XI IPA class at MAN 1 Medan Academic Year 2015/2016. The Population of this research is 60 students in two of XI IPA classes and samples were determined by using purposive sampling technique in which the sample was 18 students. The type of this research is a descriptive research. As the research instrument with 36 item of learning style’s questionnaire and the observations are done two times by using learning activities observation sheets. The survey results revealed that students with  visual learning style have the highest writing activities with a percentage of 51.1%, visual activities by 50% and motor activities with a percentage of 39.1%. Students with auditory learning style have a high listening activities with a percentage of 37.9% and oral activities with a percentage of 32.7%. Students with kinesthetic learning style have the highest oral activities with a percentage of 41.4%, and listening activities with a percentage of 39.9%.Keywords: biology learning activities, learning styles

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

scholarly journals The effect of CTL learning model and learning style on the historical learning outcomes

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Inda Syahra ◽  
Sarkadi Sarkadi ◽  
Nurzengky Ibrahim
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
Auditory Learning ◽  
School Year

This study aims to obtain the influence of learning models and learning styles on historical learning outcomes. Students are given a CTL and conventional learning model by measuring visual learning styles and auditory learning styles. This type of research is a quantitative study using an experimental method with a 2 x 2 factorial design. The population is all students of class X 2019/2020 school year. The sampling technique used is multistage random sampling. Class X-A as an experimental class and grade X-B  as a control class with a total of 70 students construct validity is analyzed by the correlation between items using Product Moment Correlation, and Cronbach's alpha formula tested reliability. The results showed that learning outcomes with the CTL learning model were higher than conventional learning models. While student learning outcomes using visual learning styles are more effective than auditory learning styles. There is a relationship between learning models with learning styles.

scholarly journals Eksperimentasi Model Pembelajaran STAD Berbantuan Geogebra pada Materi Similaritas Ditinjau dari Gaya Belajar

2017 ◽  
pp. 1
Author(s):  
Wawan Wawan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Method ◽  
Learning Achievement ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Achievement In Mathematics

The objective of this research was to investigate the effect of Learning model of STAD geogebra viewed from learning style. This research used the quasi experimental research method with the factorial design of 2 × 3. The population was entirely the students 4thof Mathematics Education Program Ma’arif Institute of Metro Lampung in Academic Year 2015/2016. The samples of the research were taken by using the cluster random sampling technique. The size of the sample was 50 students consisted of 26 students in the first experimental class and 24 students in the control class. The instruments to gather the data of the research were test of learning achievement in mathematics and student learning styles questionnaire. The data was analyzed by using the two-way analysis of variance with unbalanced cells. The conclusionsof thisresearchwere as follows. (1) The cooperative learning model of STAD Geogebra type resulted in a better learning achievement in mathematics than the Powerpoint-assisted direct learning model. (2) Students with visual learning style have the same achievement with students with auditory learning styles. Students with auditory learning style have the same achievement with students with kinesthetic learning styles. Students with visual learning styles have a better academic achievement than students with kinesthetic learning styles. (3) Difference in achievement of each learning method was not consistent with their respective learning styles and differences between individual learning style also was not consistent in each learning method Keywords: geogebra, power point, STAD

scholarly journals Learning Styles and English Proficiency of Undergraduate EFL Students at One State Islamic University in Sumatera, Indonesia

2019 ◽  
Vol 6 (1) ◽  
pp. 214-228
Author(s):  
Lenny Marzulina ◽  
Nova Lingga Pitaloka ◽  
Aren Dwi Yolanda
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
English Proficiency ◽  
Visual Learning ◽  
Sampling Technique ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Coefficient Corrélation ◽  
Prediction Test ◽  
Efl Students

This study investigated (1) the correlation between each learning style and English proficiency, and investigated (2) the influence of each learning style to English proficiency of undergraduate EFL students of one state Islamic University in Sumatera, Indonesia. The study was in the form of correlational research method. The population of the study was 537 active EFL students. By using purposive sampling technique, there were 82 students involved as participants. The data were gained by using two instruments: Barsch Learning Styles Questionnaire and TOEFL prediction test. The result showed that 1) 34.0% of students preferred in visual learning style, 43% of students preferred in Auditory learning style, and 23% of students preferred in Kinesthetic learning style. 2) the coefficient correlation between visual learning style preference and English proficiency with r-obtained was (0.430). It was higher than r-table (.2565), then Ha1 was accepted and Ho1 was rejected. It indicated that there was a significant correlation between visual learning styles and their English proficiency. 3) The coefficient correlation between Auditory learning style and English proficiency was (0.2565). It was lower than r-table (.2565), then Ho2 was accepted and Ha2 was rejected. 4) The coefficient correlation between Kinesthetic learning styles and English Proficiency was (-0.166). It was lower than r-table (.2565), then Ho3 was accepted, and Ha3 was rejected. It showed that there was no significant correlation between kinesthetic learning style and English proficiency of EFL students. Besides, there was also a significant influence of visual learning style on English proficiency with 18.5% contributions.

scholarly journals Proses Pemecahan Masalah Matematika Ditinjau dari Gaya Belajar Siswa

2020 ◽  
Vol 6 (2) ◽  
pp. 116
Author(s):  
Anggelia Willia ◽  
Pradipta Annurwanda ◽  
Rizki Nurhana Friantini
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Research Subjects ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Problem Solving Process ◽  
Academic Year ◽  
Selection Of

The purpose of this study was to find out the description of the problem solving process in each type of learning style for grade X of MIPA B students in SMA Negeri 1 Ngabang in Academic Year 2019/2020, Landak Regency. This research is a qualitative research. The subjects in this study were 6 (six) students of grade X MIPA B of SMA Negeri 1 Ngabang. The selection of research subjects is based on a purposive sampling technique. Data analysis techniques used in this study are data reduction, data display, and conclusion drawing / verification. The results of this study indicate that 1) students with visual learning styles are able to understand problems well, are able to make easy and simple settlement plans so that they can do calculations correctly, and can re-examine the results of answers by re-reading the questions and the results of the answers, 2) students with the auditory learning style able to understand the problem well, able to make an easy solution to the plan, can do the calculations correctly, and can re-examine the results of the answers by re-reading the questions and the results of the answers, 3) students with kinesthetic learning styles are able to understand the problem but have not been able to make plans and carry out plans so that it is difficult to do the calculations correctly and at the stage of re-checking the results kinesthetic students can reexamine the results of the answers by rereading the questions and the results of the answers.

scholarly journals Analisis Pemecahan Masalah Siswa Ditinjau dari Gaya Belajar

2020 ◽  
Vol 6 (1) ◽  
pp. 50-65
Author(s):  
Hesti Febriyanti ◽  
Heni Pujiastuti
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Random Sampling ◽  
Visual Learning ◽  
Sampling Technique ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Research Populations ◽  
Cluster Random Sampling

Abstrak Penelitian ini bertujuan untuk mengetahui pemecahan masalah dari masing-masing gaya belajar yang berbeda. Penelitian ini termasuk dalam penelitian deskriptif-kualitatif. Popuasi yang diambil dalam penelitian ini adalah siswa SMPN 1 Kibin tahun ajaran 2019/2020. Teknik pengambilan sampel penelitian menggunakan teknik cluster random sampling. Instrumen yang digunakan dalam penelitian ini berupa kuesioner, tes, wawancara, dan peneliti. Data mengenai menganalisis pemecahan masalah diambil dari kuesioner dan tes. Hasilnya didapat gaya belajar visual mendominasi. Kemudian 1 siswa dari gaya belajar yang berbeda dijadikan sampel untuk di wawancara. Hasil analisis menunjukkan pemecahan masalah setiap siswa berbeda karena dipengaruhi oleh gaya belajar. Gaya belajar visual dalam pemecahan masalah cenderung menekankan pada soal tes dan mencari informasi yang mendetail untuk memecahkan masalah. Gaya belajar auditorial dalam memecahkan masalah cenderung mengandalkan ingatan ketika pembelajaran. Gaya belajar kinestetik dalam pemecahan masalah cenderung memahaminya terlebih dahulu, kemudian dikonstruksikan dalam kehidupan sehari-hari. Dari hasil tersebut dapat disimpulkan bahwa gaya belajar memegang peranan penting dalam pemecahan masalah. Kata kunci : Pemecahan masalah; Gaya belajar visual; Gaya belajar auditorial; Gaya belajar kinestetik   Abstract This study aims to determine the problem solving of each different learning style. This research is included in descriptive-qualitative research. Populations taken in this study were students of SMPN 1 Kibin 2019/2020 school year. The research sampling technique used cluster random sampling technique. The instruments used in this study were in the form of questionnaires, tests, interviews, and researchers. Data regarding analyzing problem solving is taken from questionnaires and tests. The result is that the visual learning style is dominated. Then 1 student from a different learning style is sampled to be interviewed. The analysis shows that each student's problem solving is different because it is influenced by learning styles. Visual learning styles in problem solving tend to emphasize test questions and look for detailed information to solve problems. Auditory learning styles in solving problems tend to rely on memories when learning. Kinesthetic learning styles in problem solving tend to understand them first, then constructed in daily life. From these results it can be concluded that the learning style plays an important role in problem solving. Keywords: Problem solving; Visual learning style; Auditory learning style; Kinesthetic 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 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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