Learning Style and Multimedia: An Effort to Improve Student Learning Outcomes in Integrated Social Sciences Lessons

2019 ◽  
Author(s):  
Arsyad Abd. Gani ◽  
Nurdin Ibrahim ◽  
Khaerudin Khaerudin
Keyword(s):  
Social Science ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Social Science History ◽  
Endogenous Variables ◽  
And Control ◽  
Improve Student Learning

This study aims to determine the effect of exogenous variables namely learning media (conventional media and multimedia) and learning styles (visual and auditory) on endogenous variables namely learning outcomes of integrated social science (history, geography, and economics). The influence in question is the visible difference in learning outcomes of students who have visual and auditory learning styles after getting treatment by applying multimedia controlled with conventional media on integrated social science learning. The research team involved 50 students who were divided equally into experimental groups and control groups. In the first stage, the team conducted a questionnaire of 36 questions to divide students into two parts, namely the auditory and visual learning style groups. The second stage provides treatment with the use of multimedia and conventional media. Finally, analyze data and test hypotheses from the results of tests that have been given. Based on the results of data analysis obtained information that the learning outcomes of students who have auditory learning styles taught with multimedia are the same as the learning outcomes of students who have a visual learning style taught with conventional media, then the learning outcomes of students who are taught multimedia with visual learning styles are higher than with students with auditory learning styles. That is, students with a visual learning style are more appropriately taught with multimedia and produce higher scores than students with auditory learning styles.

scholarly journals Multimedia and Conventional Learning in Students with Visual and Auditory Learning styles: Experiments on Learning Outcomes

2019 ◽  
Vol 7 (04) ◽  
Author(s):  
Arsyad Abd Gani ◽  
Nurdin Ibrahim ◽  
Khaerudin Khaerudin
Keyword(s):  
Social Science ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Science Teachers ◽  
Hypothesis Test ◽  
Visual Learning ◽  
Auditory Learning ◽  
The Subject ◽  
And Control ◽  
Creativity And Innovation

This study aims to compare the learning outcomes of students in the experimental and control class with visual and auditory learning styles through the use of multimedia during learning. This research is a comparative quantitative study with the subject of the study consisting of 50 students divided equally in the two classes. Then the hypothesis test was carried out using the two-way ANOVA test. Based on the results of the study it was found that there were differences in learning outcomes of students who were taught with multimedia and those taught with conventional media both those using auditory and visual learning styles. Therefore, the changing paradigm of teaching for integrated social science teachers (history, geography, and economics) should consider the quality and quantity of multimedia, then the creativity and innovation of teachers is absolutely necessary in planning, implementing and evaluating the use of multimedia in learning.

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 ANALISIS MOTIVASI DAN GAYA BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA DI KELAS IV SDS AMALIA MEDAN

2019 ◽  
Author(s):  
Tri Astari
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Qualitative Descriptive ◽  
High Motivation ◽  
Motivation And Learning ◽  
Very High

Jurnal Ilmu Pendidikan Guru dan Sosial (JIPGUSOS) STKIP Citra Bangsa Aceh Utara Volume 1, No. 1, Maret 2018. This study aims to analyze the motivation and learning styles to the results of learning the mathematics of IV students SDS Amalia Medan. This type of research is a qualitative descriptive. The population and sample of this research are 23 students of class IV. Data analysis comes from observation, observation, and questionnaire. The result of motivation analysis obtained very high motivation percentage 13,04% (3 person), high 56,52% (13 persons), low 21,74% (5 person), and very low 8,70% (2 person). Many students completed KKM with very high motivation as much as 2 people, high as many as 13 people, and low as much as 1 person. The result of learning style analysis was 15 students (65,22%) with visual learning style, 5 students (21,74%) had an auditory learning style, and 3 students (13,04%) with kinesthetic learning style. Many students who complete the learning outcomes (beyond the limit of KKM 70) by using semester exam questions as the test is 12 visual persons (52.17%), 3 auditory (13.04%) and 1 kinesthetic (4.35%). Based on the results of data analysis, the motivation and learning style influence the learning outcomes of mathematics.

scholarly journals Pengaruh Media Peta Sejarah Interaktif dan Gaya Belajar Terhadap Hasil Belajar Siswa SMP di Kota Bekasi

2017 ◽  
Vol 5 (1) ◽  
pp. 19
Author(s):  
Arinarita Peni Andaryati
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Interactive Media ◽  
Historical Maps ◽  
Validity And Reliability ◽  
Auditory Learning ◽  
History Learning ◽  
Media Learning

The aim of this research is to determining the influence of media learning interactive historical map and learning style to the result of history learning through IPS subject in class IX. The method used in this research is the experimental method, a 2X2 treatment design by level. The validity and reliability are tested by Pearson Product Moment and Alpha Cronbach. The results of this research are (1) the results of historical learning outcomes students using interactive historical maps and have higher visual learning style of students who use historical maps interactive media and have auditory learning style. (2) the results of historical learing outcomes students who have higher auditory learning styles of students who have a visual learning style on instruction using conventional media, (3) There is an interaction effect the use of interactive historical maps on historical learning outcomes.

scholarly journals Effect of Problem Based Learning (PBL) Learning Strategies and Student Learning Styles on PKn Learning Outcomes of Grade V Students of Elementary School Experimental District of Kota Medan

2020 ◽  
Vol 3 (1) ◽  
pp. 404-410
Author(s):  
Ramiyah Ramiyah ◽  
Reh Bungana Beru Perangin Angin ◽  
Yusnadi Yusnadi
Keyword(s):  
Elementary School ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Citizenship Education ◽  
Visual Learning ◽  
Mean Difference ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Significant Difference

The problem in this study is the low learning achievement of Pancasila and Citizenship Education. The purpose of this study was to determine the effect of learning styles on the Learning Outcomes of Pancasila and Citizenship Education. The type of research used is a 2x2 factorial design study. The population of this study amounted to 60 students and the sample was taken as a whole from the total population of 60 people consisting of 30 from class Va and 30 from class Vb Elementary School Experiment in Medan. Data collection techniques using questionnaires (questionnaires) and tests. Data analysis techniques used product moment correlation and Statistical Product and Service Solutions (SPSS) programs. The results obtained indicate that the value of students who have a visual learning style has a difference with students who have auditory learning styles with a sig value of 0.000 and a mean difference of 4.5756. Between students who have a visual learning style, have a significant difference with students who have kinesthetic learning styles, with a sig value of 0.002 and a mean difference of 4.4940. Between students who have auditory learning styles did not have a significant difference with students who have kinesthetic learning styles, with a sig value of 0.998 and a mean difference of only 0.815. The results showed that there was a significant effect between learning styles on the learning outcomes of Pancasila and Citizenship Education in the fifth grade students of SD Negeri Experiment City Medan

scholarly journals PENGARUH METODE PEMBELAJARAN ROLE PLAY DAN GAYA BELAJAR TERHADAP HASIL BELAJAR IPS KELAS IV SD MUHAMMADIYAH 31 HELVETIA KOTA MEDAN

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Junaidi Amin Sitepu ◽  
Samsidar Tanjung
Keyword(s):  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Teaching Methods ◽  
Visual Learning ◽  
Role Play ◽  
Auditory Learning ◽  
Significance Level ◽  
Quasi Experimental

Abstrak: Penelitian ini bertujuan untu mengetahui: (1) hasil belajar IPS siswa yang dibelajarkan dengan menggunakan metode pemelajaran role play dan hasil belajar siswa yang dibelajarkan dengan menggunakan metode ekspositori, (2) hasil belajar siswa yang memiliki gaya belajar visual, gaya belajar auditori, dan gaya belajar kinestetik, (3) interaksi antara metode pembelajaran dengan gaya belajar dalam mempengaruhi hasil belajar IPS. Metode penelitian menggunakan metode quasi eksperimen dengan rancangan faktorial 2 X 3. Teknik analisis data menggunakan analisis varians (ANAVA) dua jalur dengan taraf signifikansi 5 % (α = 0.05).. Hasil penelitian menunjukkan: (1) hasil belajar IPS siswa yang dibelajarkan dengan metode pembelajaran role play lebih tinggi dari hasil belajar IPS siswa yang dibelajarkan dengan metode pembelajaran ekspositori; (2) terdapat perbedaan hasil belajar antara siswa yang memiliki gaya belajar visual, gaya belajar auditori, dan gaya belajar kinesteti; (3) terdapat interaksi antara metode pembelajaran dan gaya belajar  dalam meningkatkan hasil belajar IPS. Kata Kunci: role play dan gaya belajar terhadap hasil belajar ips Abstract: This study aims untu determine: (1) the results of social studies students that learned by using learning role play and learning outcomes of students that learned by using the expository method, (2) the learning outcomes of students who have a visual learning style, learning style auditory, and kinesthetic learning styles, (3) the interaction between the learning method with learning styles in influencing learning outcomes IPS. The research method using quasi-experimental method with factorial design 2 X 3. Data were analyzed using analysis of variance (ANOVA) two lanes with a significance level of 5% (α = 0,05) .. The results showed: (1) the results of social studies students that learned with learning methods play a higher role than the results of social studies students that learned with expository teaching methods; (2) there are differences in learning outcomes between students who have a visual learning style, auditory learning styles and learning styles kinesteti; (3) There is no interaction between teaching methods and learning styles to improve learning outcomes IPS. Keywords: role play and learning style on learning outcomes ips

scholarly journals PENGARUH MODEL PEMBELAJARAN INQUIRI DENGAN MASYARAKAT BELAJAR DAN GAYA BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA

2020 ◽  
Vol 13 (1) ◽  
pp. 23
Author(s):  
Marianto Pardosi
Keyword(s):  
Learning Styles ◽  
Learning Communities ◽  
Learning Outcomes ◽  
Learning Style ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Inquiry Learning ◽  
Learning Models ◽  
Auditory Learning ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar matematika antara siswa yang diajar dengan model  pembelajaran inkuiri dan yang diajar dengan model pembelajaran masyarakat belajar, (2) Perbedaan hasil belajar matematika  antara siswa yang memiliki gaya belajar visual dan gaya belajar auditorial, (3) interaksi antara model pembelajaran dan gaya belajar terhadap hasil belajar matematika. Populasi penelitian ini adalah seluruh siswa kelas VI Sekolah Dasar Negeri 118299 Aek Raso, Teknik penarikan dengan cluster random sampling. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikan α = 0,05. Temuan penelitian menunjukkan bahwa: (1) hasil belajar matematika siswa yang diajar dengan model pembelajarn inkuiri lebih tinggi daripada hasil belajar siswa yang diajar dengan model pembelajaran masyarakat belajar, (2) hasil belajar matematika siswa yang memiliki gaya belajar visual lebih tinggi daripada hasil belajar siswa yang memiliki gaya belajar auditorial, (3) terdapat interaksi antara model pembelajaran dan gaya belajar terhadap hasil belajar matematika. Perhitungan uji lanjut dengan uji Scheffe menunjukkan perbedaan yang signifikan pada hasil belajar matematika antara model pembelajaran inkuiri dan masyarakat belajar, begitu pula anatara gaya belajar visual dan gaya belajar auditorial. Kata Kunci: model pembelajaran, inquiri, masyarakat belajar, gaya belajar visual, gaya belajar auditorial, matematika Abstract: This study aims to find out: (1) Differences in mathematics learning outcomes between students taught with inquiry learning models and those taught with learning communities learning models, (2) Differences in mathematics learning outcomes between students who have visual learning styles and auditory learning styles , (3) the interaction between learning models and learning styles on learning outcomes in mathematics. The population of this research is all students of grade VI of State Elementary School 118299 Aek Raso, withdrawal technique with cluster random sampling. The research method uses a quasi-experimental method with a 2 x 2 factorial research design. Data analysis technique uses two-way ANOVA at a significant level α = 0.05. The research findings show that: (1) the learning outcomes of students who are taught with inquiry learning models are higher than the learning outcomes of students taught with learning models of learning communities, (2) the results of learning mathematics students who have higher visual learning styles than student learning outcomes which has an auditory learning style, (3) there is an interaction between the learning model and learning style on learning outcomes in mathematics. Further test calculations with the Scheffe test show significant differences in mathematics learning outcomes between inquiry learning models and learning communities, as well as between visual learning styles and auditory learning styles. Keywords: learning model, inquiry, learning society, visual learning style, auditory learning style, mathematics

scholarly journals Penerapan pembelajaran matematika realistik pada mata kuliah matematika II ditinjau dari gaya belajar mahasiswa Teknik Sipil

2021 ◽  
Vol 9 (2) ◽  
pp. 84
Author(s):  
Bq. Malikah Hr ◽  
Sukandi Sukandi ◽  
Ni Putu Ety Lismaya Dewi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Realistic Mathematics

The research aims to know the effect of realistic mathematics learning in mathematics-II courses seen from the learning styles of Civil Engineering students. This type of research uses a quasi-experimental with a 2 x 3 factorial design. The sample consists of 30 second-semester students of Civil Engineering of Mandalika university of Education. The instruments in the research were a learning style questionnaire and an essay test that contained questions for mathematics II courses. The test of data analysis using two-way analysis of variance. The results showed that the learning method and learning style had a significant effect on student learning outcomes in mathematics II courses. The influence of learning methods was 26.8% and the influence of student learning styles was 37.8%. Based on the marginal average, the average of students with realistic mathematics learning methods was 70.73 and the average of students with conventional methods was 65.93. In a class that was treated with realistic mathematics learning, the average of students with visual learning styles was 75.80, the average of students with auditory learning styles was 70.80 and the average of students with kinesthetic learning styles was 65.60. It was concluded that in mathematics II courses, the application of realistic mathematics learning was effective in improving student learning outcomes and students with visual learning styles had better learning outcomes than students with auditory and kinesthetic learning styles and students auditory learning styles had better learning outcomes than students with kinesthetic learning styles.

scholarly journals The Effects of Visual and Auditory Learning Styles on Students’ Learning Outcomes in Historical Social Studies

2021 ◽  
Vol 8 (1) ◽  
pp. 72-76
Author(s):  
Zulhamdi Hasian Harahap ◽  
Sugiharto . ◽  
Syarifah .
Keyword(s):  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Multiple Choice Tests ◽  
Analysis Technique ◽  
Choice Tests ◽  
Data Collection Technique

The aim of this study was to determine the effects of visual and auditory learning styles on students’ learning outcomes in historical social studies. The samples were the students of classes VII-2 and VII-3 respectively in MTs. Negeri Binanga. The data collection technique was the learning outcome tests. The instrument for collecting data on students’ learning outcomes was in the form of 30 multiple choice tests, and the learning styles consisted of 30 statements. The data analysis technique applied a Two-Way ANOVA with 2 x 2 factorial. The results showed that the students’ visual and auditory learning styles had the significant effects on students’ learning outcomes, where the groups of students who performed a visual learning style (=75.93) was significantly higher than those who performed an auditory learning style (= 52.90) on students’ learning outcomes in historical social studies. Keywords: Auditory, Visual, Learning Styles, Learning Outcomes

scholarly journals PENGARUH MEDIA PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR IPS TERPADU SISWA KELAS VIII SMP NEGERI 1 BADAR DAN SMP NEGERI 5 BADAR KAB. ACEH TENGGARA

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Sri Rahmawati ◽  
Baharuddin .
Keyword(s):  
Social Sciences ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Instructional Media ◽  
Validity And Reliability ◽  
Still Images ◽  
Auditory Learning ◽  
Media Learning

Abstrak: Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan pengaruh hasil belajar IPS siswa dengan menggunakan media pembelajaran animasi dan media pembelajaran gambar diam, untuk mengetahui dan mendeskripsikan pengaruh hasil belajar IPS siswa yang memiliki gaya belajar visual dan gaya belajar auditori, untuk mengetahui dan mendeskripsikan interaksi antara media pembelajaran dan gaya belajar terhadap hasil belajar IPS siswa. Sebelum tes hasil belajar digunakan untuk menguji hipotesis terlebih dahulu tes diujicobakan untuk mengetahui tingkat validitas dan reliabilitas tes. Hipotesis penelitian diuji dengan menggunakan Anava 2 jalur dimana sebelumnya dilakukan uji persyaratan data yaitu uji normalitas dan uji homogenitas. Hasil penelitian disimpulkan sebagai berikut; media pembelajaran animasi lebih baik diterapkan pada siswa yang memiliki gaya belajar visual sedangkan media pembelajaran gambar diam akan lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori serta terdapat interaksi antara media pembelajaran dan gaya belajar dalam mempengaruhi hasil belajar siswa.   Kata Kunci: Media Pembelajaran, Gaya Belajar Dan Hasil Belajar Abstract: This research aims to identify and describe the effect of social sciences students learning outcomes who applied animation instructional media and still image instructional media, to identify and describe the effect of social sciences students learning outcomes who have visual learning styles and auditory learning styles to identify and describe the interaction between instructional media and learning styles toward social sciences students learning outcomes. Before the treatment was given, for the first the sample given a test to differentiate the learning style of students achievement. Before the achievement test used to test the hyphoteses, the test tested to determine the level of validity and reliability of the test. The research hyphoteses tested by using  Anava 2 tails where previous test data requirements that normality test and homogenity test. The conclusion of this research are; animation instructional media better to applied to students who have a visual learning style while instructional media still images would be better applied to students who have auditory learning style and there is interaction between instructional media and learning styles toward student learning outcomes.   Keyword: Instructional Media, Learning Styles, Students Achievement

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