scholarly journals PEMECAHAN MASALAH GENERALISASI POLA MATEMATIKA CALON GURU SEKOLAH DASAR DITINJAU DARI GAYA BELAJAR [THE PROBLEM SOLVING OF MATHEMATICAL PATTERN GENERALIZATION BY PROSPECTIVE ELEMENTARY SCHOOL TEACHERS BASED ON LEARNING STYLES]

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Radiusman Radiusman ◽  
Maslina Simanjuntak
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
School Teacher ◽  
Visual Learning ◽  
Primary School Teacher ◽  
Research Subjects ◽  
Pattern Generalization ◽  
Kinesthetic Learning ◽  
The University

<p>This qualitative research aims to describe the problem solving of pattern generalization in terms of visual, auditory, and kinesthetic learning styles. The subjects in this study were three primary school teacher candidates at the University of Mataram with visual, auditory, and kinesthetic learning styles. Data was collected by giving ELSA learning style tests and pattern generalization tests to the subjects and interviewing the subjects. Data was analyzed using descriptive method and classificationing. The results showed that the research subjects who had a visual learning style were able to perform the problem-solving stages better than the audio and kinesthetic learning styles. This is because the visual learning style likes reading or understanding written instructions which results in the visual learning style being capable of good and orderly coding and processing of information.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Penelitian kualitatif ini bertujuan untuk mendeskripsikan pemecahan masalah generalisasi pola ditinjau dari gaya belajar visual, auditori dan kinestetik. Subjek pada penelitian ini adalah tiga orang mahasiswa calon guru Universitas Mataram dengan gaya belajar visual, auditori dan kinestetik. Pengambilan data dilakukan dengan cara memberikan tes gaya belajar ELSA dan tes generalisasi pola dan wawancara. Data dianalisis dengan cara deskriptif dan klasifikasi. Hasil penelitian menunjukkan bahwa subjek penelitian yang memiliki gaya belajar visual mampu melakukan tahapan pemecahan masalah yang lebih baik dibandingkan gaya belajar audio dan kinestetik. Hal ini disebabkan karena gaya belajar visual memiliki sifat suka membaca ataupun memahami instruksi secara tertulis yang mengakibatkan gaya belajar visual memiliki sifat mampu melakukan pengkodean dan pemrosesan informasi yang baik dan teratur.</p>

scholarly journals KEMAMPUAN VISUAL SPASIAL SISWA DALAM MENYELESAIKAN SOAL PISA KONTEN SHAPE AND SPACE BERDASARKAN GAYA BELAJAR

KadikmA ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 23
Author(s):  
Nur Eni Isnaini
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Pattern Search ◽  
Research Subjects ◽  
Auditory Learning ◽  
Visual Ability ◽  
Kinesthetic Learning ◽  
Collection Methods

This study aims to describe students' spatial-visual ability in solving PISA questions in shape and space content based on visual, auditory, and kinesthetic learning styles. This type of research used in this research is descriptive qualitative research. Subjects in the study were six students from Class X MIPA 3 SMA Negeri 2 Tanggul consisting of two students from each of the visual, auditory and kinesthetic learning styles. The data collection methods used were questionnaires, tests, and interviews. The instruments used in this study were learning style questionnaires, shape and space content PISA test questions, and interview guidelines. The results showed that the achievement of the characteristics of the sixth spatial-visual abilities of the subjects differed. Students with a visual learning style can meet the characteristics of pattern search, conceptualization, problem-solving, and imagination in full. Students with an auditory learning style can meet the characteristics of conceptualization, problem-solving, and imagination completely but are unable to meet the characteristics of pattern search. Students with kinesthetic learning styles meet the characteristics of problem solving and imagination but are unable to meet indicators on the characteristics of pattern search and conceptualization. This can be seen from the results of solving the questions given and interviews conducted on the research subjects. Keyword: Spatial-Visual Ability, PISA Questions on Shape and Space Content, Learning Style

scholarly journals PROSES BERPIKIR KRITIS SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA REALISTIK MATERI GEOMETRI DITINJAU DARI GAYA BELAJAR

2020 ◽  
Vol 3 (2) ◽  
pp. 51-60
Author(s):  
Finsensius Yesekiel Naja ◽  
Agustina Mei ◽  
Sofia Sa'o
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Research Subjects ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Mathematical Problems ◽  
The Subject ◽  
Thinking Processes

The purpose of this study is to describe the profile of students' critical thinking in solving realistic mathematical problems of geometry material in terms of learning styles. This research is a descriptive study with a qualitative approach. Critical thinking in this study refers to critical thinking with FRISCO criteria. In this study, subjects were taken from students of class VII SMP N 2 Ende Selatan. Each student's research subjects have visual, auditory, and kinesthetic learning styles. Data collection is done by providing a Problem Solving Test (TPM) and an interview. The results obtained, subjects who have a visual learning style, critical thinking processes in solving realistic mathematical problems, able to understand problems, the subject has not been able to determine ways to solve problems, the subject has not been able to carry out the settlement and the subject does not re-examine. Subjects who have auditory learning styles, critical thinking profiles in solving realistic mathematical problems are able to understand problems, but the subject does not re-examine. Subjects who have kinesthetic learning styles of critical thinking processes in solving realistic mathematical problems are able to understand problems, are able to plan problems, subjects can carry out well and check the results.

scholarly journals Analisis Pemecahan Masalah Berbasis Polya pada Materi Perkalian Vektor Ditinjau dari Gaya Belajar

2018 ◽  
Vol 6 (1) ◽  
pp. 91 ◽  
Author(s):  
Dian Fitri Argarini
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Vector Product ◽  
Research Subjects ◽  
Planning Stage ◽  
Problem Resolution ◽  
The Subject ◽  
Implementation Stage

Abstrak Tujuan dari penelitian ini adalah untuk mendeskripsikan hasil analisis kesalahanpemecahan masalah berbasis Polya pada materi perkalian vektor yang ditinjau dari gaya belajar. Penelitian ini termasuk pada jenis penelitian kualitatif deskriptif. Subjek yang diambil dalam penelitian ini adalah mahasiswa program studi Pendidikan matematika IKIP Budi Utomo Malang yang telah dikelompokkan berdasarkan gaya belajar visual dan gaya belajar auditorial. Berdasarkan hasil analisis yang telah dilakukan dapat dideskripsikan kemampuan pemecahan masalah pada materi perkalian vektor adalah sebagai berikut: (1) Subjek dengan gaya belajar visual mampu memahami masalah dengan baik dan merencanakan penyelesaian masalah tersebut, pada tahap pelaksanaan penyelesaian subjek visual kurang teliti dalam mengerjakan sehingga terjadi kesahan operasi, sedangkan pada tahap terakhir subjek tidak melakukan pemeriksaan kembali, (2) Subjek auditorial memiliki kemampuan pemahaman masalah yang baik, selanjutnya dalam tahap perencanaan subjek mampu menentukan rencana penyelesaian masalah dengan benar dan menyelesaiakan masalah dengan tepat, selain itu subjek auditorial juga memeriksa kembali jawaban yang telah diberikan. Kata kunci: analisis pemecahan masalah, Polya, perkalian vektor, gaya belajar Abstract The purpose of this research is to describe the result of analysis of problem solving of Polya based problem on vector multiplication material which viewed from learning style. This research includes the type of descriptive qualitative research. Subjects taken in this study are students of mathematics education program IKIP Budi Utomo Malang which has been grouped based on visual learning style and auditorial learning style. Based on the results of the analysis that has been done can be described the problem-solving abilities in the material vector multiplication is as follows: (1) Subjects with visual learning styles are able to understand the problem well and plan the settlement of the problem, at the implementation stage of the completion of visual subjects less careful in doing so (2) The auditorial subject has the ability to understand a good problem, then in the planning stage of the subject is able to determine the plan of problem resolution correctly and solve the problem correctly, in addition the auditorial subject also check again the answer has been given. Keywords: analysis of problem solving, Polya, vector product, learning style

scholarly journals Analisis Kesalahan dalam Menyelesaikan Soal Cerita Matematika ditinjau dari Gaya Belajar Siswa

2021 ◽  
Vol 1 (3) ◽  
pp. 348-358
Author(s):  
Emi Lara Safitri ◽  
Sudi Prayitno ◽  
Laila Hayati ◽  
Hapipi Hapipi
Keyword(s):  
Learning Styles ◽  
Error Analysis ◽  
Learning Style ◽  
Visual Learning ◽  
Transformation Process ◽  
Research Subjects ◽  
Process Skill ◽  
Kinesthetic Learning ◽  
Word Context ◽  
Causes Of Errors

This study aims to describe the errors and the causes of errors in solving mathematics word context problem in the topic of absolute value. Based on Newman’s Error Analysis terms of  student’s lerning styles. Error analysis must continue to be carried out so that teachers know the types, causes, and solutions to overcome student errors. This type of research is descriptive qualitative.The research subjects of class X MIA 1 SMAN 1 Janapria academic year 2020/2021 were selected by purposive sampling. To deepen the research results, 2 students were selected from each type of learning style. Data collection techniques used are learning style questionnaire, diagnostic tests, and interviews. Data analysis technique used data reduction, data presentation, and conclusion. Based on the  results of the data is (i) students with visual learning style and audits mostly made errors in stage of transformation, process skill, and encoding. While  students with kinesthetic learning style mostly made errors in stage of comprehension, transformation, process skill, and encoding, (ii) the causes of mistakes for both students with visual, auditory, and kinesthetic learning styles are that students less understanding of the prerequisite lessons, cannot make mathematical models, and not know the steps to solve problems.

scholarly journals ANALISIS GAYA BELAJAR VISUAL DITINJAU DARI KEMAMPUAN PEMECAHAN MASALAH SISTEM PERSAMAAN LINEAR DUA VARIABEL

2021 ◽  
Vol 2 (2) ◽  
pp. 225
Author(s):  
Aribah Errina ◽  
Mohamad Rif'at ◽  
Silvia Sayu
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Linear Equations ◽  
System Of Linear Equations ◽  
Research Subjects ◽  
Variable System ◽  
Class Viii

This review means to depict the investigation of visual learning styles as far as critical thinking capacity of understudies' two-variable direct condition framework at MTS Negeri 3 Mempawah. The examination strategy utilized is enlightening subjective as contextual analyses. The subjects in this study were class VIII students at MTS Negeri 3 Mempawah. The number of students who were used as research subjects were 38 students who had studied the material for a two-variable system of linear equations. In this study, six students were selected consisting of two students who had SPLDV Problem Solving Ability in terms of high, medium, low learning styles. The object of this exploration is Visual Learning Style as far as Critical thinking Capacity. In light of the aftereffects of information examination, meetings and conversation, it can be concluded that Analysis of Visual Learning Styles Judging from the SPLDV Problem-Solving Ability of MT.S Negeri 3 Mempawah Students" shows that students' problem-solving abilities are relatively balanced with learning styles. As a rule, understudies who have high numerical critical thinking capacities have great visual learning styles, understudies with moderate critical thinking capacities have great visual learning styles, understudies with low numerical critical thinking capacities have great visual learning styles.

scholarly journals KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA BERDASARKAN GAYA BELAJAR

2019 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
M Imamuddin
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Visual Learning ◽  
Content Standards ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Kinesthetic Learning

One of the goals of mathematics learning according to the content standards of mathematics is that students have the ability to solve problems that include the ability to understand problems, design mathematical models, complete models and interpret solutions obtained. So that students from elementary school to university level have been trained in mathematical problem solving questions. However, there are still many weak students in achievement in the field of mathematics such as problem solving skills. One of the factors that influence the weakness of problem solving skills is the learning style. The purpose of this study was to analyze students' mathematical problem solving abilities based on learning styles. The type of this research is descriptive quantitative, with the research subject being students of class VIII MTsN totaling 38 students. The instrument used is Questionnaire and Test the ability to solve mathematical problems. Questionnaires are used to classify student learning styles, while problem solving ability tests are used to analyze students' problem solving abilities. The results of the study concluded that mathematical problem solving abilities of students who had a visual learning style were higher than the mathematical problem solving abilities of students who had audiotorial and kinesthetic learning styles. And the ability of problem solving students who have audiotorial learning styles is higher than students who have kinesthetic learning styles.

scholarly journals The Process of Students' Mathematical Connection in Solving Mathematical Problems in terms of Learning Styles

2021 ◽  
Vol 12 (6) ◽  
pp. 1451-1466
Author(s):  
Baiduri Baiduri, Arif Hidayatul Khusna, Mar’atus Solikhah
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Research Subjects ◽  
Process Data ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Mathematical Connections ◽  
Mathematical Problems ◽  
Mathematical Connection

The purpose of this study was to describe the process of students' mathematical connections in solving mathematical problems in terms of learning styles. The type of research used is descriptive research with a qualitative approach. The research subjects were six students consisting of two students who have a visual learning style, two students who have an auditory learning style, and two students who have a kinesthetic learning style. Student learning style data were collected through learning style questionnaires, while student connection process data were collected through mathematical connection test sheets and interviews. Data credibility is done by triangulating sources and methods. Data from the six subjects consisting of two students for each of these learning styles were described and categorized from the same, different, and specific views. The subjects obtained from the results of the learning style questionnaire were compared using the results of the mathematical connection test and interviews. Data analysis was guided by four steps to solve Polya's problems and was carried out in three stages, namely data condensation, data presentation, and conclusions. The results showed that there are differences in the mathematical connection process carried out by students who have visual, auditory, and kinesthetic learning styles in the step of understanding the problem. However, there are similarities in the mathematical connection process carried out by students who have visual and kinesthetic learning styles at the step of compiling a completion plan and checking again. while students who have a different auditory learning style from students who have visual and kinesthetic learning styles in implementing the completion plan and re-checking. The process of mathematical connection of students who have an auditory learning style at the step of checking back cannot be seen, because these students do not take this step when solving problems. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed.

scholarly journals PROFIL KEMAMPUAN KOGNITIF SISWA DALAM MENYELESAIKAN SOAL IDENTITAS TRIGONOMETRI KELAS X-1 SMA NEGERI 1 JAYAPURA BERDASARKAN GAYA BELAJAR

2017 ◽  
Vol 5 (2) ◽  
pp. 160
Author(s):  
Fitriani Fitriani
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Cognitive Ability ◽  
Learning Strategies ◽  
Learning Style ◽  
Cognitive Abilities ◽  
Visual Learning ◽  
Research Subjects ◽  
School Students ◽  
Kinesthetic Learning

This study aims to determine the profile of cognitive abilities of high school students in solving trigonometric identity problems based on learning styles. The level of cognitive ability in this research is to remember, understand, apply, analyze, evaluate, and create, while learning style used is visual learning style, auditorial learning style, and kinesthetic learning style. Based on the purpose of this type of research is descriptive research with kulaitatif approach. Subjects in this study were X-1 students of SMA Negeri 1 Jayapura which amounted to 3 people. Subjects taken were one subject with visual learning style, one subject with auditorial learning style, and one subject with kinesthetic learning style, the selection of this subject using purposive sampling technique. The data were collected by using questionnaire of learning style, written test, and interview. Based on the results of research subjects with visual learning styles have the ability to cognitive remember, understand, apply, analyze, evaluate and create. Subjects with auditorial learning style have cognitive abilities to apply and evaluate. subjects with kinesthetic learning styles have a cognitive ability to understand, apply, and evaluate. Learning styles are not the only factors that influence the different cognitive abilities of each subject. Teachers, individual abilities, and the state of the learning environment also influence the differences in cognitive abilities in each subject. The ability of teachers to create diverse learning strategies can develop students' cognitive abilities even when teachers teach in the classroom with students who have different learning styles.

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

scholarly journals Analisis Kemampuan Pemecahan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar

2021 ◽  
Vol 1 (1) ◽  
pp. 66-80
Author(s):  
I Gusti Ayu Sinta Inastuti ◽  
Sri Subarinah ◽  
Eka Kurniawan ◽  
Amrullah Amrullah
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Solution Strategy ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Number Pattern ◽  
Class Viii ◽  
Academic Year

The purpose of this study was to determine eighth grade student problem-solving ability on number pattern material. This study was held academic year focused on assessing students learning styles. The methods used in this study were questionnaires, tests, and interviews. The results showed that class VIII students consisted of 26 students had visual learning styles, 24 students had auditory styles and 16 students had kinesthetic styles. Subjects taken in this study were 2 students from each learning style, then the subject was given a test to describe the number pattern material and conducted an interview. As a result, based on the analysis of the problem-solving ability stages, students with visual and auditory learning styles were able to reach the stage of understanding the question / problem, designing and choosing a solution strategy, and solving problems with a mathematical model, but have not yet reached the stage of re-checking the solutions obtained. On the contrary, Students with a kinesthetic learning style have been able to reach the stage of understanding the question / problem, but have not been able to reach the stage of designing and choosing a solution strategy, or solving problems with mathematical models, and even re-checking the solutions obtained. This shows that the problem solving ability of students with visual and auditory learning styles is better than students with kinesthetic learning styles.

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