scholarly journals ANALISIS MINAT BELAJAR DAN GAYA BELAJAR SELAMA PANDEMI COVID-19 SISWA KELAS V SDN 3 CIKEMBULAN KECAMATAN PEKUNCEN KABUPATEN BANYUMAS TAHUN AJARAN 2020/2021

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Marita Cahya Purnama ◽  
Kartika Chrysti Suryandari ◽  
Suhartono Suhartono Suhartono
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Fifth Grade ◽  
Learning Needs ◽  
Design Data ◽  
Narrative Design ◽  
Physical Conditions ◽  
Fifth Grade Students ◽  
Factors Influencing ◽  
Student Learning Style

<p><em>Studying from home during the Covid-19 pandemic is more effective if the teacher concerns the student’s interest in learning and learning styles. The study aimed to analyze student’s interest in learning and learning styles and to describe factors influencing interest in learning and learning styles to fifth grade students at SD Negeri 3 Cikembulan during the Covid-19 pandemic. It was qualitative with narrative design. Data collection techniques used observation, interviews, and document studies. The observed aspects about interest in learning were fondness, interest, and student involvement while about learning styles were visual auditory, and kinesthetic. It concludes that student’s interest in learning is sufficient. The dominant student learning style is visual. Factors influencing interest in learning include talent, discipline, curiosity, concentration, learning needs, family, motivation, school, mass media, and society while factors influencing learning style include physical conditions, psychology, fatigue, family, school, and society.</em></p>

scholarly journals Kontribusi Gaya Belajar Dan Motivasi Belajar Terhadap Hasil Belajar Bahasa Indonesia

2018 ◽  
Vol 2 (3) ◽  
pp. 257
Author(s):  
Sayu Putri Ningrat ◽  
I Made Tegeh ◽  
Made Sumantri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Fifth Grade ◽  
Statistic Analysis ◽  
Fifth Grade Students ◽  
Ex Post ◽  
Regression Test ◽  
Ex Post Facto ◽  
Academic Year ◽  
Bahasa Indonesia

The aim of this study to know the contribution of learning styles and motivation of learning in result of learning Bahasa Indonesia in fifth grade student of SD Negeri Ularan Seririt Subdistrict in academic year 2017/2018. This study was ex-post facto research with total population as well as sample of 37 people. The data were collected through taking note document tecnique and questionnaire learning style and motivation of learning instrument. The data were analyzed in two steps, with descriptive statistic analysis and inferential statistic analysis through simple regression test and multiple regression test. The results showed that 1) learning style contribute 47.3% toward the result of learning Bahasa Indonesia as subject, 2) motivation of learning contribute 45.3% toward the result of learning Bahasa Indonesia as subject, 3) learning styles and motivation of learning contribute 62.8% in resulting of Bahasa Indonesia. In Contributing learning style and motivation of learning toward resulting of Bahasa Indonesia showed learning style and motivation of learning that was influential in resulting of the study Bahasa Indonesia at fifth grade students of SD Negeri Ularan Seririt Subdistrict in academic year 2017/2018

scholarly journals GAYA BELAJAR SISWA BERPRESTASI PADA MATA PELAJARAN MATEMATIKA KELAS V SD NEGERI 03 CIBELOK PEMALANG

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Kusumawati Kusumawati. ◽  
Diana Endah H ◽  
Singgih Adhi P
Keyword(s):  
Elementary Schools ◽  
Learning Styles ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Fifth Grade ◽  
Class V ◽  
Fifth Grade Students ◽  
Public Elementary Schools ◽  
Distribution Of Values ◽  
Learning Mathematics

This study aimed to identify students’ learning styles in learning Mathematics. This research is a qualitative research. The research participants were fifth grade students of public elementary schools 03 Cibelok Pemalang which consisted of 5 people. The methods of data collection used were questionnaires, interviews, observations, and documentation. Data collected were analyzed using descriptive analysis. The results of the study on class V students public elementary schools 03 Cibelok Pemalang regency showed that achievement students 'learning styles in learning Mathematics dominant learning style of the students are visual with the distribution of values that is 846. 

scholarly journals THE ANALYSIS OF STUDENT’S MATHEMATICAL COMMUNICATION IN SOLVING SOLID FIGURES PROBLEMS REVIEWED FROM STUDENT’S LEARNING STYLES IN FIFTH GRADE OF SD NEGERI 4 KUTOSARI IN ACADEMIC YEAR OF 2020/2021

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Hasna Nur Hanifah ◽  
Muhamad Chamdani ◽  
Tri Saptuti Susiani
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Communication Skills ◽  
Visual Learning ◽  
Fifth Grade ◽  
Mathematical Communication ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Fifth Grade Students ◽  
Academic Year

<p>The research aimed to describe the level of student's mathematical communication skills in solving solid figures problems reviewed from learning styles to fifth grade students of SD Negeri 4 Kutosari in academic year of 2020/2021. The research was a qualitative approach with case study method. The results showed that from 21 students in fifth grade, there were 9 students having a visual learning style, 7 students having auditory learning style, and 5 students having kinesthetic learning style. Students with visual learning styles had the best level of mathematical communication skills. Students with auditory learning style had good level. Students with kinesthetic learning styles had sufficient level. To improve student’s mathematical communication skills, the teachers provide learning activities based on student’s learning styles.</p>

scholarly journals Pengaruh Gaya Belajar dan Motivasi Belajar terhadap Hasil Belajar Matematika Siswa Kelas V SDN se-Gugus Kepatihan Kecamatan Kebumen Tahun Ajaran 2019/2020

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Tri Purna Widiyani ◽  
Wahyudi Wahyudi Wahyudi ◽  
Suhartono Suhartono Suhartono
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Mean Value ◽  
Learning Motivation ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Positive Effect

<table border="0" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="581"><p> </p><p><strong>Abstract</strong></p><p><em>The study aimed to determine the possitive effect of learning style and learning motivation on mathematics learning outcomes to fifth grade students of public elementary schools in Kepatihan cluster Kebumen sub-district in academic year of 2019/2020</em><em>.</em><em> The research was quantitative correlational study. The population and samples were 155 fifth grade students of public elementary schools in Kepatihan cluster. Sampling technique was non </em><em>probability sampling</em><em> which was saturation sampling</em><em>. Data anaylisis used two-way analysis of variance with 2 x 2 factorial design. The results showed that: (1) there was positive effect of learning styles on mathematics learning outcomes that auditory learning styles were better than visual learning styles with F value = 4.427 </em><em>&gt;</em><em> F tabel = 3.11 and sig = 0.038 &lt; 0.05. The mean value of visual learning styles was 75.12 &lt; 79.67 of auditory styles and the contribution of learning styles to mathematics learning outcomes was 2.37%; (2) there was positive effect of learning motivation on mathematics learning outcomes that high learning motivation was better than low learning motivation  with F value = 16.885 </em><em>&gt;</em><em> </em><em>F tabel = 3.11 and sig = 0.000 &lt; 0.05. The mean value of high learning motivation was 81.83 &gt; 72.95 of low motivation and the contribution of learning motivation to mathematics learning outcomes is 9.93%.  </em></p><p><strong>Keywords: </strong><em>learning style, learning motivation, mathematics</em></p><p><em> </em></p><p><strong>Abstrak</strong></p><p>Penelitian ini bertujuan untuk mengetahui adanya pengaruh positif gaya belajar dan motivasi belajar terhadap hasil belajar matematika siswa kelas V SDN se-Gugus Kepatihan Kecamatan Kebumen Tahun Ajaran 2019/2020. Penelitian ini menggunakan penelitian kuantitatif dengan metode korelasi. Populasi dan sampel adalah 155 siswa kelas V SDN se-Gugus Kepatihan dengan teknik non probability sampling jenis sampling jenuh. Analisis data menggunakan analisis varian dua jalur dengan rancangan faktorial 2 x 2. Hasil penelitian menunjukkan bahwa (1) terdapat pengaruh positif gaya belajar terhadap hasil belajar matematika; gaya belajar auditorial lebih baik daripada gaya belajar visual dengan nilai F hitung = 4,427 &gt; F tabel = 3,11 dan nilai sig = 0,038 &lt; 0,05. Nilai rata-rata gaya belajar visual = 75,12 &lt; auditorial = 79,67 dan sumbangan efektif gaya belajar terhadap hasil belajar matematika sebesar 2,37 %. (2) terdapat pengaruh positif motivasi belajar terhadap hasil belajar matematika; motivasi belajar tinggi lebih baik daripada motivasi belajar rendah dengan nilai F hitung = 16,885 &gt; F tabel = 3,11 dan nilai sig = 0,000 &lt; 0,05. Nilai rata-rata motivasi tinggi = 81,83 &gt; motivasi rendah = 72,95 dan sumbangan efektif motivasi belajar terhadap hasil belajar matematika sebesar 9,93 %. </p><p><strong>Kata kunci:</strong><strong> </strong><em>gaya belajar, motivasi belajar, matematika</em></p><p> </p></td></tr></tbody></table>

scholarly journals KEMAMPUAN LITERASI MATEMATIKA PADA DISCOVERY LEARNING PENDEKATAN RME BERDASARKAN GAYA BELAJAR SISWA KELAS V

2018 ◽  
Vol 5 (2) ◽  
pp. 183
Author(s):  
Kristi Liani Purwanti ◽  
Zuanita Adriyani
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Literacy Skills ◽  
Discovery Learning ◽  
Learning Needs ◽  
Mathematical Literacy ◽  
Daily Lives ◽  
Mathematical Problems ◽  
Student Learning Style

AbstrakPembelajaran matematika perlu dirancang untuk mendorong siswa memiliki kemahiran matematis, seperti kemampuan pemahaman, komunikasi, koneksi, penalaran dan pemecahan masalah matematis. Kemampuan itu diperlukan supaya siswa dapat menerapkan dan memanfaatkan informasi matematika dalam kehidupan sehari-hari. Hal tersebut sejalan dengan literasi matematika. Literasi matematika menurut OECD (2016), didefinisikan sebagai kapasitas untuk mengenal dan memahami peran matematika di dunia, memecahkan masalah matematika dalam berbagai konteks, menafsirkan pernyataan matematika, dan menerapkan matematika secara rasional. Tujuan dari penelitian ini adalah untuk mengetahui kemampuan literasi matematika siswa ditinjau dari gaya belajar Kolb siswa kelas V Madrasah Ibtidaiyah dengan pembelajaran discovery learning pendekatan RME. Metode penelitian yang dipakai adalah kualitatif deskriptif. Adapun hasil dari penelitian adalah dilihat dari 7 indikator dalam literasi matematika bahwa gaya belajar siswa tipe accommodator lebih baik dibandingkan gaya belajar lainnya. Gaya belajar assimilator dan diverger kemampuan literasi matematika siswa hampir sama tetapi gaya belajar converger paling rendah dibandingkan dari assimilator dan diverger.AbstractMathematics learning needs to be designed to encourage students to have mathematical skills, such as the ability to understand, communicate, connect, reason and solve mathematical problems. Capability is needed so students can apply and utilize mathematical information in their daily lives. This is in line with mathematical literacy. Mathematical literacy according to the OECD (2016), is defined as the capacity to recognize and understand the role of mathematics in the world, solve mathematical problems in various contexts, interpret mathematical statements, and apply mathematics rationally. The purpose of this study was to determine the students' mathematical literacy skills in terms of Kolb's learning style of class V Ibtidaiyah Madrasas with discovery learning learning the RME approach. The research method used is descriptive qualitative. The results of the study are seen from 7 indicators in mathematical literacy that the accommodator type of student learning style is better than other learning styles. The assimilator learning style and the students' mathematical literacy abilities combined were similar but the lowest converger learning style was compared to the assimilator and diverger.

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 Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

Effects of Cooperative Learning Strategy on Undergraduate Kinesiology Students' Learning Styles

2005 ◽  
Vol 101 (2) ◽  
pp. 525-530 ◽  
Author(s):  
Harry J. Meeuwsen ◽  
George A. King ◽  
Rockie Pederson
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Strategy ◽  
Motor Behavior ◽  
Teaching Strategy ◽  
Convenience Sample ◽  
Team Based Learning ◽  
Student Learning Style ◽  
Dependent Learning

A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

scholarly journals Effect of Cooperative Learning Model Two Stay Two Stray (TSTS) Type on Student Motivation and Learning Outcomes on Science of the Fifth Grade Students of SDN 15 Palu

2019 ◽  
Vol 3 (2) ◽  
pp. 77-86
Author(s):  
Wildana Wildana ◽  
Amran Rede ◽  
Afadil Afadil
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Fifth Grade ◽  
Control Group ◽  
Design Data ◽  
Control Group Design ◽  
Fifth Grade Students ◽  
Motivation And Learning

The study of the effect of cooperative learning model two stay two stray types on motivation and learning outcomes of the fifth-grade students of SDN15 Palu was carried out from March to June 2018. This study used quasi-experimental methods. The research design used the Pretest-Posttest Control Group Design. Data collection techniques used questionnaires and test results. The data analysis technique used the t-test inferential statistical method. The study population was fifth-grade students of SDN15 Palu. The sample of the research was Va class with as many as 29 people as the experimental group and Vb class with 28 people as the control group, which was determined by purposive sampling technique. The independent variable in this study was the TSTS model, while the dependent variable was a motivation and learning outcomes. Based on hypothesis testing with two-party t-test statistics obtained students learning motivation with t count was higher than t table (7.876 > 2.004). Student learning outcomes obtained tcount higher than t table  (3.654 > 2.004). These results indicated that the application of cooperative learning model two stay two stray type influences the motivation and learning outcomes of the science of the fifth-grade students of SDN 15 Palu.    

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