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 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 INTERAKSI ANTARA PEMANFAATAN MEDIA PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR IPS TERPADU

2019 ◽  
Vol 6 (2) ◽  
pp. 82
Author(s):  
Arsyad Abd. Gani
Keyword(s):  
Secondary Schools ◽  
Social Science ◽  
Learning Styles ◽  
Target Population ◽  
Achievement Test ◽  
The Other ◽  
Learning Achievement ◽  
Auditory Learning ◽  
The Public ◽  
Other Hand

Penelitian ini bertujuan untuk mengetahui pengaruh utilitas multimedia dan gaya belajar siswa terhadap prestasi belajar siswa pada IPS terpadu. Data dikumpulkan melalui survei beberapa bulan ke Sekolah Menengah Umum SMP Negeri 13 Mataram. Melibatkan 108 siswa telah dipilih secara sistematis dari populasi target 240 siswa baik mereka yang gaya belajar visual atau pendengaran yang dipilih dengan cermat. Data dikumpulkan melalui tes prestasi belajar dan dianalisis secara statistik dengan menerapkan serangkaian perhitungan Anova. Penelitian mengungkapkan bahwa penggunaan multimedia secara efektif meningkatkan prestasi belajar siswa untuk kedua gaya belajar. Di sisi lain, penggunaan media konvensional tidak membawa dampak signifikan terhadap prestasi belajar siswa baik pada gaya belajar visual maupun auditori. Akhirnya, disarankan kepada para guru terutama untuk memberikan banyak perhatian pada pemanfaatan multimedia dalam pengajaran terutama dalam pengajaran ilmu sosial. Demikian pula, disarankan kepada guru untuk mempertimbangkan gaya belajar siswa. The research was aimed at finding out the effect of the utilities of multimedia and the students learning styles towards the students’ learning achievement on socil science. The data were collected through a couple of month surveys to the Public Secondary Schools of SMP Negeri 13 Mataram. Involving 108 students had been sistematically selected from the target population of 240 students either those who visual or auditory learning styles which was selected carefully. The data were collected through learning achievement test and analized statistically by applying a series of Anova computations. Research reveals that the use of multimedia was effectively improving the students’ learning ahievement for both styles of learning. On the other hand, the use of convensional media was not brought with it any significant effect to the students’ learning achievement either on visual nor auditory learning styles. Finally, it is suggested to the teachers especially in order to pay much attention to the utilization of multimedia in teaching especially in teaching social science. Similarly, it was also suggested to the teachers in order to take into account the students’ learning styles.

Visual-Based Resources for Teaching

2010 ◽  
pp. 112-121
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Web Sites ◽  
Instructional Strategy ◽  
Visual Media ◽  
Individual Learning ◽  
Instructional Materials ◽  
Multimedia Environment ◽  
Power Point ◽  
Slide Shows

Research has found that students learn better when they rely on the instructional strategy best suited to their own particular learning style (Fitzsimmons, 1996). While concrete learners depend on the text-based workbook for reinforcement, abstract learners find visual media more to their liking. Microsoft Power Point creates presentations suitable for the classroom by offering a multimedia environment for concepts and ideas important for understanding. It provides a suite of tools to create powerful slide shows incorporating bulleted lists and numbered text; multimedia clip art, pictures, sounds, and movies; links to teacher-validated web sites, programs, and documents; colorful charts and graphs; and, a choice of output options tailored to individual learning styles. Power Point offers an extensive fare of commands, options, and menus. With the advanced features of auto content wizard, hyperlinks, and printing alternatives, it also provides an array of all the tools necessary to build truly exciting and interactive instructional materials.

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 EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) PADA MATERI PELUANG DITINJAU DARI KEMANDIRIAN BELAJAR SISWA

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Ahmad Faqihi
Keyword(s):  
Cooperative Learning ◽  
Learning Style ◽  
Hypothesis Test ◽  
Problem Based Learning ◽  
Learning Model ◽  
Independent Learning ◽  
Learning Models ◽  
Learning Achievement ◽  
Scientific Approach ◽  
Achievement In Mathematics

The objective of this research was to investigate the effect of the learning models on learning achievement viewed from learning style types of the students. The learning models compared were PBL, GI, and classical with scientific approach model. The type of the research was quasi-experimental research with 3x3 factorial design. The population of this research was the students in grade X1 higher Secondary School in Lombok East on academic year of  2014/2015. The size of the sample was 282 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were learning style questionnaire and mathematics achievement test. The hypothesis test used unbalance two ways analysis of variance. The results of the research were as follows. (1) the problem based learning model (PBL) and the cooperative learning model of the  group investgation (GI) type with scientific approach result in equal learning achievement in mathematics, buth both problem based learning model (PBL) and the cooperative learning model of the group investgation (GI) type give better result in learning achievement in mathematics than the classical with scientific approach. (2) the student with the high, medium, and ow independent learning levels have equal learning achievement. (3) in each of the learning models, the high, medium, and, low independent learning levels, result in the equal learning achievement. (4) in each of the independent learning levels, the problem based learning model (PBL) and the cooperative learning model of the  group investgation (GI) type with scientific approach result in equal learning achievement in mathematics, buth both problem based learning model (PBL) and the cooperative learning model of the  group investgation (GI) type give better result in learning achievement in mathematics than the classical with scientific approach.

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 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.

scholarly journals NEURO LINGUISTIC PROGRAMMINNG AND DIFFERENTIATED TRAINING

2017 ◽  
Vol 5 ◽  
pp. 751-756
Author(s):  
Constantin Petrovici ◽  
Tudor Stanciu
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Individual Learning ◽  
Learning Assessment ◽  
Teaching Activities ◽  
Programming Theory ◽  
Inclusive Learning ◽  
The Individual ◽  
Teaching Learning

This article analyses the different modalities of applying the theory of learning styles in the teaching-learning-assessment process.On the assumption that the mode of receiving information influences how we learn, the researchers Richard Bandler and John Grinder created the Neuro linguistic programming theory. Learning that considers the neuro-linguistic paradigm is an inclusive learning type, which harmonizes the individual needs of the learner with concrete ways to meet those needs. This type of differentiated training represents a tool which allows teachers to achieve the best possible correspondence between their teaching strategies and individual learning styles.To support our arguments, we created an example of teaching activities using the Neuro linguistic paradigm in mathematics lessons. This example illustrates how each student can be directed in the process of solving tasks useful in the issue demonstration, tasks which are appropriate to his learning style.

scholarly journals METODE INCREMENTAL DALAM MEMBANGUN APLIKASI IDENTIFIKASI GAYA BELAJAR UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2019 ◽  
Vol 4 (1) ◽  
pp. 42-49
Author(s):  
Muhamad Syarif ◽  
Wahyu Nugraha
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Individual Learning ◽  
Web Based ◽  
Incremental Methods ◽  
Web Based Learning ◽  
The Individual ◽  
Answering Questions ◽  
Different Levels

Abstrak Belajar dapat diartikan sebagai proses dari suatu individu yang mengalami perubahan perilakunya akibat bertambahnya pengalaman. Kemampuan seseorang dalam memahami dan menyerap informasi ketika proses belajar pasti berbeda tingkat waktunya, ada yang cepat, sedang maupun lambat. Perbedaan kecepatan ini dipengaruhi beberapa faktor, salah satu faktornya adalah cara atau gaya belajar dari individu tersebut. Gaya belajar memiliki 3 jenis yaitu visual, audio dan kinestetik, pelajar dapat mengetahui gaya belajar yang sesuai dengan cara melakukan tes dengan menjawab pertanyaan-pertanyaan yang berkaitan dengan cara belajar individu. Tujuan penelitian ini yaitu membuat aplikasi identifikasi gaya belajar berbasis web menggunakan metode incremental. Diharapkan dengan adanya penelitian ini dapat memberikan kontribusi kepada pelajar agar menemukan gaya belajarnya dan berdampak pada pemahaman menyerap informasi ketika proses belajar lebih cepat. Kata kunci : gaya belajar, visual, audio, kinestetik, metode incremental Abstract Learning can be interpreted as the process of an individual who experiences changes in behavior due to increased experience. The ability of a person to understand and absorb information when the learning process must be different levels of time, some are fast, medium or slow. This speed difference is influenced by several factors, one of the factors is the way or learning style of the individual. Learning styles have 3 types, namely visual, audio and kinesthetic, students can find out the appropriate learning style by doing tests by answering questions related to individual learning methods. The purpose of this study is to create a web-based learning style identification application using incremental methods. It is expected that this research can contribute to students to find their learning styles and have an impact on understanding absorbing information when the learning process is faster. Keywords : learning style, visual, audio, kinesthetic, incremental methods

scholarly journals Kecerdasan Budaya dan Gaya Belajar Mahasiswa yang Merantau di DKI Jakarta

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Arif Triman ◽  
Abdillah Abdillah
Keyword(s):  
Regression Analysis ◽  
Collaborative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Rural Areas ◽  
Cultural Intelligence ◽  
Independent Learning ◽  
Infrastructure Development ◽  
Intelligence Scale ◽  
It Impacts

Indonesia is a developing country with an uneven educational infrastructure development. It impacts the number of students from rural areas to big cities to get a decent education. Many of those students are experiencing difficulties when entering a new culture, thus disrupting their adjustment, especially in learning styles. The purpose of this study is to investigate any possible correlation between cultural intelligence and Grasha learning style. Participants in this study were 121 students in DKI Jakarta. Cultural Intelligence Scale and Grasha-Riecment Learning Scale Style were used as instruments in this study. Using regression analysis, it was found that 2 of 6 learning style (Collaborative learning style and Independent learning style) were found to have significant role in Cultural Intelligents.

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