Innovative, creative VARK learning styles improvement strategies

Learning styles are different ways of understanding information. There are a lot of models and theories about learning styles one of which is the learning styles of VARK_ Visual, Audio, Read/Write, Kinaesthetic. Learners may have diverse mental abilities, affective orientations, motivations, and perseverance, but they can all use productive creative strategies. Also, significant research indicates that student self-disclosure plays an important role in the learning experience and producing positive learning outcomes. If student’s self-disclosure is based on their learning style, best results can be achieved. The main purpose of this article is to explain a scheme for improving the process of learning. In deeper learning uses their knowledge and skills in a way that prepare students for real life. So student self-disclosure with using senses according to VARK learning style leads to a deeper learning. Key words: learning styles VARK; self-disclosure; deeper learning; learning style

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Understanding Student Self-Disclosure Typology through Blogging

The Qualitative Report ◽

10.46743/2160-3715/2006.1673 ◽

2015 ◽

Author(s):

Vernon Harper ◽

Erika Harper

Keyword(s):

Content Analysis ◽

Focus Groups ◽

Learning Outcomes ◽

Learning Experience ◽

Web Tool ◽

Self Disclosure ◽

Significant Research

Significant research indicates that student self-disclosure plays an important role in the learning experience and producing positive learning outcomes. Blogging is an increasingly popular web tool that can potentially aid educators by encouraging student self-disclosure. Both content analysis and focus groups were used to assess whether student self-disclosure reveals in descriptive, topical, and evaluative categories. The results indicate that blogging encourages student self-disclosure, and the implications of these findings are also discussed.

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THE INFLUENCE OF STUDENTS LEARNING STYLE AND LEARNING INTEREST ON THE LEARNING OUTCOMES OF PHYSICS CLASS X IPA DURING THE COVID-19 PANDEMIC

Jurnal Ilmu Pendidikan Indonesia ◽

10.31957/jipi.v9i3.1800 ◽

2021 ◽

Vol 9 (3) ◽

pp. 132-143

Author(s):

Albert Lumbu ◽

Bonefasius Y Boy ◽

Muhamad Akbar

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Learning Style ◽

Significant Influence ◽

Pearson Correlation ◽

Physics Learning ◽

Significance Level ◽

Pearson Correlation Test ◽

Learning Interest ◽

Learning Together

This study aims to determine whether there are: 1) the influence of learning styles on physics learning outcomes, 2) the influence of interest in learning on physics learning outcomes, 3) the influence of learning styles and interest in learning together on physics learning outcomes in class X SMA Negeri 1 Nimboran . This research was conducted at SMA Negeri 1 Nimboran in April - May 2021. The subjects in this study were all 52 students of class X majoring in science and the objects of research were learning styles, interest in learning and physics learning outcomes. The instruments used are questionnaires and documentation. Data analysis was carried out using the Pearson correlation test with a significance level of 0.05 and a regression test which resulted in conclusions as a result of the study. The results showed that, 1) there was a significant influence of learning style on physics learning outcomes with a contribution of 50.8%, 2) there was a significant influence of interest in learning on physics learning outcomes with a contribution of 60.9%, 3) there were significant influence of learning style and interest in learning, together on the learning outcomes of physics with a contribution of 64.3% influence

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PENGARUH MODEL PEMBELAJARAN KOOPERATIF TSTS–NHT DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENGANTAR BISNIS

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v12i1.14505 ◽

2019 ◽

Vol 12 (1) ◽

pp. 88

Author(s):

Mendarissan Aritonang ◽

Abdul Hamid K ◽

Julaga Situmorang

Keyword(s):

Cooperative Learning ◽

Learning Styles ◽

Learning Outcomes ◽

Learning Style ◽

Random Sampling ◽

Business Students ◽

Learning Model ◽

Learning Models ◽

Quasi Experimental ◽

Cluster Random Sampling

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar pengantar bisnis mahasiswa yang diajar dengan model pembelajaran kooperatif tipe TST lebih tinggi dari mahasiswa yang diajar dengan model pembelajaran kooperatif tipe NHT. (2) Untuk mengetahui hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar teoritis dan mahasiswa yang memiliki gaya belajar pragmatis. (3) Untuk mengetahui interaksi antara model pembelajaran kooperatif dengan gaya belajar terhadap hasil belajar pengantar bisnis. Penelitian ini dilaksanakan di Universitas Methodist Indonesia. Populasi berjumlah 180 orang. Pengambilan sampel dilakukan dengan cluster random sampling. Metode penelitian kuasi eksperimen dengan desain faktorial 2 x 2 dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar pengantar bisnis mahasiswa yang diajarkan dengan model pembelajaran kooperatif tipe TSTS lebih tinggi dari pada hasil belajar pengantar bisnis mahasiswa yang diajarkan dengan model pembelajaran kooperatif tipe NHT; (2) hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar teoritis lebih tinggi dari pada hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar pragmatis; (3) terdapat interaksi antara model pembelajaran kooperatif dengan gaya belajar dalam mempengaruhi hasil belajar mahasiswa. Kata Kunci: model pembelajaran kooperatif, TST, NHT, gaya belajar, pengantar bisnis. Abstract: This study aims: (1) To find out the introductory learning outcomes of business students who are taught with the cooperative learning model of the TST type are higher than students who are taught with the cooperative learning model of the NHT type. (2) To find out the introductory learning outcomes of business students who have theoretical learning styles and students who have pragmatic learning styles. (3) To determine the interaction between cooperative learning models with learning styles on introductory business learning outcomes. This research was conducted at the Methodist University of Indonesia. The population is 180 people. Sampling was done by cluster random sampling. Quasi-experimental research method with 2 x 2 factorial design followed by inferential statistics using two-way ANAVA with a significant level α = 0.05 followed by the Scheffe test. The results showed: (1) the results of introductory business learning students who were taught with the cooperative learning model type TSTS were higher than the results of introductory business learning students who were taught with the NHT type cooperative learning model; (2) the results of introductory business learning students who have theoretical learning styles are higher than the results of introductory business learning students who have pragmatic learning styles; (3) there is an interaction between cooperative learning models and learning styles in influencing student learning outcomes. Keywords: cooperative learning model, TST, NHT, learning style, business introduction.

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Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

10.31235/osf.io/fce2r ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Fatchul Mu’in ◽

Rosyi Amrina ◽

Rizky Amelia

Keyword(s):

Learning Styles ◽

Learning Style ◽

Learning Experience ◽

Reflective Learning ◽

Control Group ◽

First Year ◽

Significant Difference ◽

English Major ◽

Tongue Twister ◽

Teaching Pronunciation

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

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PENGARUH MOTIVASI BELAJAR, GAYA BELAJAR, DAN LINGKUNGAN BELAJAR PADA HASIL BELAJAR EKONOMI DI SMA NEGERI 1 WRINGINANOM GRESIK

JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN ◽

10.26740/jepk.v2n2.p142-156 ◽

2017 ◽

Vol 2 (2) ◽

pp. 142

Author(s):

Muhammad Miftah Farid

Keyword(s):

Linear Regression ◽

Learning Environment ◽

Learning Styles ◽

Learning Outcomes ◽

Learning Environments ◽

Learning Style ◽

Total Sample ◽

Learning Motivation ◽

Analysis Method ◽

Regression Techniques

This study aims to analyze the influence of learning motivation, learning styles and learning environments on learning outcomes economy partially or simultaneously. The population in this study is IPS students a total of 314 people and a total sample of 153 students in SMA Negeri 1 Wringinanom Gresik. The data collection techniques used were questionnaires and documentation. Analysis method using multiple linear regression techniques. The results showed that the learning motivation, learning style and learning environment partially positive significant effect on learning outcomes. Learning motivation, learning style and the learning environment simultaneously positive significant effect on learning outcomes

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Komparasi Tingkat Hasil Belajar Berdasarkan Gaya Belajar Visual, Auditorial, dan Kinestetik

ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial ◽

10.19105/ejpis.v3i1.4590 ◽

2021 ◽

Vol 3 (1) ◽

pp. 37-48

Author(s):

Nastiti ◽

Wahyu Rika Agustin

Keyword(s):

Social Studies ◽

Learning Styles ◽

Learning Outcomes ◽

Learning Style ◽

Visual Learning ◽

Sampling Technique ◽

Significance Level ◽

Ex Post ◽

Significant Difference ◽

Good Learning

The purpose of the study was to determine whether there was a difference between learning outcomes based on VAK learning styles (visual, auditory, kinesthetic) in Integrated Social Studies subjects for seventh grade students of SMP Negeri 1 Patianrowo. Researchers used a comparative quantitative approach with a comparative causal design or ex post facto. The population in the study were all students of class VII, amounting to 295 students and the sample was 59 students taken from class VII H and I. The sample was taken using simple random sampling technique. The study used a questionnaire and documentation as data collection instruments. While the data analysis technique used kruskal wallis. The results showed that good learning outcomes based on visual learning styles were 20%, low learning outcomes were 60%, and moderate learning outcomes were 20%. Furthermore, good learning outcomes based on auditory learning styles are 68%, low learning outcomes are 3%, and moderate learning outcomes are 29%. Finally, good kinesthetic learning outcomes are 22%, low learning outcomes are 73%, and low learning outcomes are 5%. Based on these results, it can be concluded that there is a significant difference in learning outcomes based on learning styles using the VAK learning style in Integrated Social Studies subjects class VII SMP Negeri 1 Patianrowo. This can be seen from the sig value. namely 0.000 <from the significance level of 5% (0.05).

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Iterative Live Case Projects

Management Teaching Review ◽

10.1177/2379298118783963 ◽

2018 ◽

Vol 4 (4) ◽

pp. 334-343

Author(s):

David M. Hunt ◽

Kirk Smith

Keyword(s):

Learning Outcomes ◽

Course Design ◽

Learning Experience ◽

Iterative Learning ◽

Multiple Sources ◽

Knowledge And Skills ◽

Classroom Activities ◽

Key Aspects ◽

Summative Feedback ◽

Problem Solving Task

Classroom methods that facilitate student learning from iteration have received little attention from scholars. Iterative learning requires students to repeat a problem-solving task in new contexts each time applying lessons from previous applications. Iterative learning formats improve students’ learning outcomes and help instructors ensure that knowledge and skills learned in the classroom transfer to other contexts. This article describes the sequential use of three live case projects as a method to deliver an iterative learning experience. Providing students both formative and summative feedback from multiple sources and designing assignments and classroom activities to accommodate 4-week project cycles are key aspects of implementing iterative projects. Instructors in a broad range of managerial courses can adapt this course design to achieve similar significant learning outcomes.

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Linking learning styles and learning on mobile Facebook

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i2.2038 ◽

2015 ◽

Vol 16 (2) ◽

Cited By ~ 13

Author(s):

Yu-ching Chen

Keyword(s):

Learning Styles ◽

Social Networking ◽

Learning Outcomes ◽

Learning Style ◽

Social Networking Sites ◽

Student Learning Outcomes ◽

Future Research ◽

Font Size ◽

And Gender ◽

Better Than

With continued development of related technologies, Web 2.0 has become an important site of learning innovation. In particular, social networking sites such as Facebook, which have become popular, have the potential to function as an educational tool enabling peer feedback, interaction, and learning in a social context. Preparing appropriate environments for learners with different needs is essential to learning in general and online learning in particular. Yet, in order to create such learning environments, educators must understand differences in students’ learning styles. Although some research focuses on the effects of individual differences such as age and gender on the use of social networking sites, experimental research related to students’ learning styles is still limited. This study used Kolb’s Learning Style Model to investigate differences in student learning outcomes and satisfaction using mobile Facebook for learning, according to learning style. Results showed that participants with “Assimilating” and “Diverging” learning styles performed better than those with “Accomodating” and “Converging” learning styles did and had higher self-efficacy, observational modelling and habit strength toward learning in mobile Facebook. The paper also makes suggestions for integrating mobile Facebook into class and recommendations for future research.

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Blended Learning Strategies of Telegram-Assisted Learning Towards Student Mathematics Learning Results Reviewed from Learning Style

JTAM | Jurnal Teori dan Aplikasi Matematika ◽

10.31764/jtam.v4i2.2438 ◽

2020 ◽

Vol 4 (2) ◽

pp. 133

Author(s):

Kadek Suryati ◽

I Gede Adnyana

Keyword(s):

Learning Styles ◽

Blended Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Style ◽

Learning Strategy ◽

Mathematics Learning ◽

Sampling Technique ◽

Learning Material ◽

Online Application

The research aims to describe the influence of telegram-assisted blended learning strategies on mathematics learning outcomes in terms of learning styles. This research is a quasi-experimental research using 2x3 factorial design. The respondents taken is the second semester students majoring in informatics engineering at the STMIK STIKOM Indonesia campus. The sampling procedure in this study was a random sampling technique that was started by carrying out the equivalency test of 4 classes taken using the one-way ANOVA test. After that randomly selected, two classes as an experimental class and two classes as a control class. To get instruments that have validity before use, questionnaires and tests are first tested and validated by experts who are experts in their fields. Normality and homogeneity tests are needed as a prerequisite before analyzing the data. The method used to analyze data is two-way ANOVA. The results showed that (1) student mathematics learning outcomes taught with telegram-assisted blended learning strategies were better than conventional mathematics learning outcomes of students taught, (2) the effect of telegraph-assisted blended learning strategies on student mathematics learning outcomes in learning styles. Based on the results of the research that has been carried out, it is recommended that further researchers or educators be able to develop a blended learning strategy as a way to convey learning material so that they can pay more attention to the learning styles of each student and can develop telegrams with more attractive features so that the telegram becomes one of online application for learning media.

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Gaya Belajar Interpersonal dan Pemahaman Konsep Peserta Didik terhadap Materi Pokok Statistika

Al-Khwarizmi Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ◽

10.24256/jpmipa.v8i1.1001 ◽

2020 ◽

Vol 8 (1) ◽

pp. 87-98

Author(s):

Sutini Sutini ◽

Martina Yuliver Francisca ◽

Siti Rokayah ◽

Yusiana Rismatika Slawantya ◽

Faqih Faqih

Keyword(s):

Learning Styles ◽

Learning Style ◽

Qualitative Data ◽

Real Life ◽

Research Subjects ◽

High Level ◽

Interpersonal Learning ◽

Important Basis ◽

Different Levels

Abstract:Understanding the concept for students becomes an important basis in thinking so as to solve the problems that exist in real life. This study aims to determine the level of interpersonal learning styles and students' understanding of the concepts of statistics. This research is qualitative in nature, with the research subjects being 6 students of class XII MIPA 1 in Madrasah Aliyah in Lamongan and 1 mathematics subject teacher. The object in this study is the ability to understand statistical concepts and interpersonal learning styles in students. The instruments used were observation, questionnaires, test questions, interviews, and documentation. Based on the analysis of qualitative data that has been done, the results obtained interpersonal learning styles in students are in the high and medium categories. with different levels of interpersonal learning styles. Even though they have a high level of interpersonal learning style, not all are able to understand statistical concepts well. Abstrak:Pemahaman konsep bagi peserta didik menjadi dasar penting dalam berpikir sehingga dapat menyelesaikan permasalahan-permasalahan yang ada dikehidupan nyata. Penelitian ini memiliki tujuan untuk mengetahui tingkat gaya belajar interpersonal dan pemahaman konsep peserta didik terhadap statistika. Penelitian ini bersifat kualitatif, dengan subjek penelitian adalah 6 peserta didik kelas XII MIPA 1 di salah satu Madrasah Aliyah di Lamongan dan 1 orang guru matapelajaran matematika. Objek dalam penelitian ini adalah kemampuan dalam pemahaman konsep statistika dan gaya belajar interpersonal pada peserta didik. Instrumen yang digunakan adalah observasi, angket, tes soal, wawancara, dan dokumentasi. Berdasarkan analisis data kualitatif yang telah dilakukan, diperoleh hasil gaya belajar interpersonal pada peserta didik berada dalam kategori tinggi dan sedang. dengan tingkat gaya belajar interpersonal yang berbeda. Meskipun memiliki tingkat gaya belajar interpesonal tinggi namun tidak semua mampu memahami konsep statistika dengan baik.

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