scholarly journals GAYA BELAJAR DAN MOTIVASI BELAJAR DALAM PENINGKATAN HASIL BELAJAR SISWA MENENGAH ATAS

2006 ◽  
Vol 13 (VII) ◽  
pp. 69-75
Author(s):  
Tafiardi Tafiardi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Instructional Methods ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Instructional Process ◽  
Number Of Factors ◽  
Two Factors

There are a number of factors influenced the student’s learning achievement. Two of them are learning style and learning motivation. This article describes how the two factors affect the learning achievement and how the teacher should consider each of them in instructional process. Acknowledging the different learning styles and motivations of the students, the teachers are expected to use variety of instructional methods and media that will meet the students’ characteristics. To do this, this article presents a list if suggestions.

scholarly journals PENGARUH METODE PEMBELAJARAN DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL

2012 ◽  
Vol 25 (XVI) ◽  
pp. 7-15
Author(s):  
Yustia Suntari
Keyword(s):  
Social Science ◽  
Learning Styles ◽  
Learning Style ◽  
Instructional Methods ◽  
Role Playing ◽  
Individual Learning ◽  
Higher Learning ◽  
Independent Learning ◽  
Learning Achievement

A number of variable affects the learning achievement but this research is interested in discovering the effect of instructional methods and independent learning towards the learning achievement in social science. The research aims at discovering the mentioned effect in Social Science at SDN Pluit 05 Pagi, Penjaringan Subdistrict, North Jakarta. The research discovered (a) the learning achivement with role playing method is higher compared to expository method, (b) students with high independent learning style has higher learning achievement compared to those having a lower one, (c) learning achievement of the students with high independent learning taught with role playing instruction is higher than those with low independent learning, and (d) learning achievement of the students with low independent learning taught with expository method is lower than those having high independent learning. Based on the findings, the research suggests the teachers to improve their skills in teaching social science and assist the students to learn based on their individual learning styles.

scholarly journals Determination of Study Motivation and Learning Achievement In Entrepreneurship In The Covid-19 Pandemic Period

2021 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Achmad Mustofa ◽  
Amiruddin Amiruddin ◽  
Ismail Ismail ◽  
Destri Sambara Sitorus ◽  
Ananda Setiawan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Economic Education ◽  
Learning Motivation ◽  
Research Model ◽  
Learning Achievement ◽  
Dependent Variables ◽  
Motivation And Learning ◽  
Intervening Variables

Indonesia is a country that is affected by the existence of COVID-19. One of the biggest impacts on the world of education at Syiah Kuala University. One of these impacts includes learning conducted online. The purpose of this study was to see the influence of the learning styles of students of Syiah Kuala University Economic Education on learning motivation and subsequently on learning achievement in entrepreneurship courses. This type of research is a quantitative study with descriptive methods. The research design becomes a research model to measure the effect of independent variables, namely learning styles, intervening variables, namely learning motivation, and dependent variables, namely learning achievement. The results showed 1) there was a positive and insignificant influence on the learning style variable on the learning motivation variable, 2) there was a positive and insignificant influence on the learning motivation variable on the learning achievement variable.

scholarly journals HUBUNGAN ANTARA GAYA BELAJAR DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR MAHASISWA PROGRAM STUDI PENDIDIKAN TEKNIK ELEKTRO UNIVERSITAS NEGERI JAKARTA

2021 ◽  
Vol 6 (1) ◽  
pp. 9-15
Author(s):  
Nurul Citra Pratiwi ◽  
Soeprijanto ◽  
Faried Wadjdi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Relationship ◽  
Electrical Engineering ◽  
Learning Motivation ◽  
State University ◽  
Learning Achievement ◽  
Electrical Engineering Education ◽  
The Relationship ◽  
Regression Tests

As purposes of this research are to know: 1) The closeness of the relationship between learning style with learning achievement; 2) The closeness of the relationship between learning motivation with learning achievement; 3) The closeness of the relationship between learning style and learning motivation with learning achievement of Electrical Engineering Education Students at Jakarta State University. In this research using a survey method with a quantitative approach. The population in this research are Electrical Engineering Education at Jakarta State University with an affordable population of Electrical Engineering Students at Jakarta State University in 2017 with a sample of 70 students. The analy sis data techniques use descriptive statistical techniques, correlation hypothesis testing, simple regression tests, multiple regression tests that were previously performed prerequisite tests of analysis using the normality test and linearity test. The result showed that the result of the hypothesis test analysis with a significant level of 5% showed that there was a positive and significant relationship between learning style with learning achievement test result rcount = 0,56>rtable 0,235 with tcount of 5,57%>ttable  1,995 then the results of analysis of students learning styles produce dominant learning styles owned by students are the kinesthetic style by 38,571%, the visual style by 28,571%, the visual-kinesthetic styleby 22,857%, the auditory and visual-auditory by 4,286% and the least auditory-kinesthetic style by 1,429%; then there is a positive and significant relationship between learning motivation with learning achievement test result rcount = 0,503>rtable 0,235 with tcount of 4,8>ttable 1,995; and there is a positive and significant relationship between learning styles and learning motivation together with learning achievement Rcount = 0,606>Rtabel 0,235 with Fcount 19,44>Ftabel 3,31.   Abstrak Penelitian ini bertujuan untuk mengetahui: 1) Keeratan hubungan antara gaya belajar dengan prestasi belajar; 2) Keeratan hubungan antara motivasi belajar dengan prestasi belajar; 3) Keeratan hubungan gaya belajar dan motivasi belajar secara bersama-sama dengan prestasi belajar mahasiswa Pendidikan Teknik Elektro Universitas Negeri Jakarta. Pada penelitian ini menggunakan metode survey dengan pendekatan kuantitatif. Populasi dalam penelitian adalah mahasiswa Pendidikan Teknik Elektro Universitas Negeri Jakarta dengan populasi terjangkau mahasiswa Pendidikan Teknik Elektro Universitas Negeri Jakarta angkatan tahun 2017 dengan sampel sebanyak 70 mahasiswa. Teknik analisis data yang digunakan teknik statistika deskriptif, uji hipotesis korelasi, uji regresi sederhana, uji regresi ganda yang sebelumnya dilakukan uji prasyarat analisis menggunakan uji normalitas dan uji linieritas. Hasil penelitian menunjukkan bahwa, hasil analisi uji hipotesis dengan taraf signifikan 5% menunjukkan terdapat hubungan yang positif dan signifikan antara gaya belajar dengan prestasi belajar hasil pengujian rhitung = 0,56 > rtabel = 0,235 dengan thitung sebesar 5,57 > ttabel 1,995 kemudian hasil analisis gaya belajar mahasiswa menghasilkan gaya belajar dominan yang dimiliki mahasiswa yaitu gaya kinestetik sebesar 38,571%, gaya visual sebesar 28,571%, gaya visual-kinestetik sebesar 22,857%, gaya auditorial dan visual-auditorial sebesar 4,286% dan yang paling sedikit gaya auditorial-kinestetik 1,429%; hipotesis selanjutnya terdapat hubungan yang positif dan signifikan antara motivasi belajar dengan prestasi belajar hasil pengujian rhitung = 0,503 > rtabel = 0,235 dengan thitung sebesar 4,8 > ttabel  1,995 ; dan terdapat hubungan yang positif dan signifikan antara gaya belajar dan motivasi belajar secara bersama-sama dengan prestasi belajar hasil pengujian Rhitung = 0,606 > Rtabel = 0,235 dengan Fhitung 1,44 > Ftabel 19,44.

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

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

Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis

2019 ◽  
Vol 18 (3) ◽  
pp. 221-243 ◽  
Author(s):  
Steven R Wininger ◽  
Jenni L Redifer ◽  
Antony D Norman ◽  
Mary K Ryle
Keyword(s):  
Content Analysis ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Educational Psychology ◽  
Instructional Methods ◽  
Empirical Studies ◽  
Empirical Support ◽  
Future Research ◽  
Negative Effects

The role of learning styles in the classroom remains a heavily debated topic within education. Notable problems with using learning styles to inform classroom instruction include a lack of empirical support and potential negative effects on student learning and motivation. This content analysis focused on the presence and quantity of learning styles discussion in 20 texts commonly used in educator preparation programs (i.e., introduction to education and educational psychology texts); definitions, models, stances on usage, and recommendations for usage provided; and whether references cited in the texts were empirical studies. Eighty percent of the reviewed textbooks included a discussion of learning styles. Half of the textbooks defined learning style as a preference or approach, whereas the other half defined it as an individual style. Introduction to education texts tended toward a more positive stance on learning style usage whereas introduction to educational psychology texts exhibited a more neutral stance. A quarter of the textbooks recommended matching instructional methods to learning styles. Texts with higher numbers of both empirical and non-empirical references were more likely to describe learning styles in terms of how students prefer to gather information rather than as innate differences in information processing. Given that most textbooks did not recommend matching instructional methods to learning styles, future research should examine the source of the continued prevalence of teachers’ beliefs that student learning improves with the matching of learning styles to teaching approach.

scholarly journals Evaluación comparativa de los resultados de la aplicación del cuestionario del estilo de aprendizaje Honey-Alonso a estudiantes del área de las ciencias computacionales

2020 ◽  
pp. 32-40
Author(s):  
Abraham Esquivel-Salas ◽  
Verenice Ábila-Aguilar ◽  
María del Refugio Molina-Wong ◽  
Manuel Ignacio Salas-Guzmán
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Sample Size ◽  
Computer Science ◽  
Learning Style ◽  
Comparative Evaluation ◽  
Career Path ◽  
Learning Motivation ◽  
Science Area ◽  
Professional Studies

In this article a first approach was made about the tracking of a student’s learning styles preferences along their higher education. The investigation was applied to students of the Computer Science area, through a comparative evaluation of the Honey-Alonso Learning Styles Questionnaire to selected students, in three moments of their career path. In a first instance, the results show a change in the learning style of the students, later an analysis provides the nature of that change. The study presents the sample size as a limitation, because the tests had to be applied to the selected students and at different times of their professional studies. The interest for get knowledge about learning styles, aims to increasing the comprehension about how the students learn, and in the possibility of developing tools that allow, as far as possible, increasing the learning motivation and personalization.

scholarly journals Learning Styles, Does it Cause the Differences of Students Achievement?

2020 ◽  
Vol 25 (2) ◽  
pp. 82
Author(s):  
Sarah Mustika Barokah ◽  
Loviniantika Cahyaning Suseno ◽  
Yosepha Kurniawati Deze Say ◽  
Ali Mustadi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Cluster Sampling ◽  
Learning Achievement ◽  
Random Cluster ◽  
Achievement Data ◽  
Research Population ◽  
The Difference ◽  
Quantitative Statistics ◽  
Thematic Learning

This research aims to examine the difference between the learning achievement of students with learning styles visual, auditory, and kinesthetic in Sub-district Sukun Malang. The type of this research was comparative quantitative. This research population was all 4th-grade students in Sub-district Sukun, which amount to 3250 students, while the technique of sample retrieval used random cluster sampling. Sample of this research amount to 338 of the 4th-grade students from 5 elementary schools in Sub-district Sukun. Data were collected by using learning style questionnaires and documents of students learning achievement. Data analysis of this research used quantitative statistics descriptive and analysis statistics nonparametric using the Kruskal-Wallis Test. The result of this research showed that the amount of significant value is 0.688, higher than 0.05, so it can be concluded that there is no difference in thematic learning achievement between a student who has visual, auditory, and kinesthetic learning styles.

scholarly journals Gender differences in learning styles: Nurturing a gender and style sensitive computer science classroom

2010 ◽  
Vol 26 (7) ◽  
Author(s):  
Wilfred Wing Fat Lau ◽  
Allan Hoi Kau Yuen
Keyword(s):  
Learning Styles ◽  
Computer Science ◽  
Learning Style ◽  
Computer Programming ◽  
Computer Anxiety ◽  
Science Classroom ◽  
Pedagogical Practices ◽  
Science Field ◽  
Gregorc Style Delineator ◽  
Number Of Factors

<span>The gender digital divide has been widely discussed and researched over the years. Previous studies have focused on a number of factors such as computer attitude, computer anxiety, computer self-efficacy, and computer experience. This study empirically tested the sensitivity of a learning style instrument, the </span><em>Gregorc Style Delineator</em><span> (GSD), to gender in a sample of students who studied computer programming in Hong Kong secondary schools. Results indicated that females had higher preference for concrete sequential (CS) and abstract random (AR) compared with males. Males had higher preference for concrete random (CR) than females. From these results, we proposed learning style-based pedagogical practices to teach computer programming. In order to address the needs of female students, we further proposed that learning style-based pedagogical practices need to move from a gender neutral to gender sensitive approach. This proposal helps to improve student learning through individualisation in pedagogy in terms of gender and learning styles and contributes to a gender and style sensitive computer science classroom. Eventually, through various remedial interventions, we anticipate more female participation in computer science field and hence the gender issue is addressed.</span>

scholarly journals PENGARUH CARA MENGAJAR GURU TERHADAP HASIL PRESTASI SISWA

JENTRE ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 19-23
Author(s):  
Niar Yuniarti
Keyword(s):  
Learning Styles ◽  
Teacher Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching Style ◽  
Visual Learning ◽  
Secondary Data ◽  
Research Subject ◽  
Learning Achievement

The research departs from the belief that in addition to the teacher style in teaching the students, the teacher's learning style also affects the learning achievement students have gained. This research uses quantitative research. The research subject is 30 teachers of Madrasa in the Ministry of Religious Affairs who have followed a training. To support the research, questionnaire, interview, and observation were used as primary and secondary data. The results conclude that the teacher's learning style is much more visually compared to other styles of learning, the visual learning style focuses on vision. It shows that teacher learning styles have no correlation with the teacher's teaching style. In verificative analysis also gained the teacher's teaching style is lower to the student's learning outcomes.

Learning Styles among Gifted/Talented Students: Instructional Technique Preferences

1981 ◽  
Vol 48 (2) ◽  
pp. 134-138 ◽  
Author(s):  
Emily D. Stewart
Keyword(s):  
New York ◽  
Locus Of Control ◽  
General Population ◽  
Learning Styles ◽  
Learning Style ◽  
Instructional Methods ◽  
Gifted Students ◽  
Sixth Grade ◽  
Independent Study ◽  
Talented Students

The Learning Styles Inventory and the Nowicki-Strickland Locus of Control Scale for Children were administered to 300 fourth, fifth, and sixth grade gifted/talented students in New York and Connecticut and to 283 students from the general population. Other test score information was obtained from student records. It was found that (a) gifted students and students of the general population differ overall with respect to learning style; (b) the learning style variables contributing most to the difference between the two groups were lecture, independent study, discussion, and projects; and (c) grade level, sex, locus of control, and favorite subject significantly affect learning style preferences. It was concluded that there seems to be a preference among gifted/talented students for those instructional methods emphasizing independence, while students of the general population seem to prefer instructional methods with somewhat more structure.

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