scholarly journals Education Curriculum of Learning In Children

2014 ◽  
Vol 1 (1) ◽  
pp. 33-36
Author(s):  
Vedamoni Ranjan
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
The Other ◽  
Learning Goals ◽  
Teacher Student ◽  
Visual Learners

To develop in children a broad range of skills, including the problem solving, interpersonal and communication skills that are essential for successful living in a rapidly changing society. The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose. At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals. There are seven specific types of learning styles. Visual learners prefer to learn mathematics through pictures, diagrams etc. A well-balanced intelligent child is able to develop all the types of learning styles. The students have to understand and accept their type of learning style earlier so that learning becomes easier and less stressful in the future. But it is important to train and practice the other types of learning styles so that the children can utilize them as effectively as possible. The teacher plays a key role in instructional activities by selecting appropriate, developmentally sequenced material and by encouraging children to adopt an active problem-solving approach to learning. This teacher-student interaction teachers helping students achieve developmentally sequenced goals while also encouraging them to set many of their own goals uniquely distinguishes the High/Scope Curriculum from direct-instruction and child-centered curricula (high/Scope Educational Research Foundation, 1989). Teachers keep notes about significant behaviors, changes, statements, and things that help them better understand a child’s way of thinking and learning. Teachers use two mechanisms to help them collect data: the key experiences note form and a portfolio. The High/Scope Child Observation Record is also used to assess children’s development. According to Ronald Barnett, learning may or may not take place when a subject is taught. While discussing this point he has presented two contrasting images of quality. They are institutional performance and student experience, student learning or student achievement. The teacher in his opinion is central to higher education. Teaching may be able to improve the quality of student’s learning but the teacher should remind himself that it may also impair the quality of student’s learning. This is partly because student’s learning strategies vary under two polarities, one between deep and surface understanding and the other between holistic and atomistic understanding of their learning experiences. He goes on to add that for a student, learning has three distinct aspects: learning style, motivation and curriculum demands. Therefore teachers have to pursue, beyond teaching strategies to enable their students to attain certain specific skills.

scholarly journals Pengaruh Strategi Pembelajaran Problem Solving Dan Inkuiri Dan Gaya Belajar Visual, Auditorial Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 4 (1) ◽  
pp. 216-222
Author(s):  
Lamsihar Gandauli Ritonga ◽  
Kms. Muhammad Amin Fauzi ◽  
Tian Abdul Aziz
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Control Group

The purpose of this study was to determine the effect of Problem Solving and Inquiry learning strategies and Visual Auditorial Learning Styles on the learning outcomes of fourth grade students of SDN 112238 Sepadan Jaya. The research method used was an experimental method using pre-test and post-test control group design. Hypothesis testing using two-way ANOVA test. The results of this study indicate that the sig. for the effect of the learning strategy is 0.00 so that Sig. <0.05. Then the results of the Fcount value 16.425> Ftable value 3.13, it can be concluded that there is an effect of Problem Solving and Inquiry learning strategies on student learning outcomes. For the sig. for the influence of learning styles amounted to 0,000; (0.000 <0.05) so that the Sig. <0.05; and the results of the value of Fcount 16,425 <Ftable96,654 so it can be concluded that there is an effect of learning styles on student learning outcomes. However, for the learning strategy * learning style, it can be seen that the value of F = 0.000 and the value of Sig. = 0.990. While the F-table value is 3,13; (0,000 <3,13) then Fcount <Ftable. Next look at the Sig. = 0.990; (0.990> 0.05). From the results of the F test and the Sig. It is concluded that H0 is accepted, that is, there is no simultaneous influence between learning strategies and student learning styles on student learning outcomes.

scholarly journals Investigating Middle School Students Generalization of Number Pattern Based on Learning Style

2021 ◽  
Vol 12 (6) ◽  
pp. 2624-2632
Author(s):  
Andi Mulawakkan Firdaus, Dwi Juniati, Pradnyo Wijayanti
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
School Students ◽  
Pattern Generalization ◽  
Number Pattern ◽  
Alternative Solutions

Pattern generalization is an important aspect of mathematics contained in every topic in teaching. This study aims to investigate middle school students’ generalization of number patterns based on learning style. Descriptive qualitative, portraying or describing the events that are the center of attention (problem-solving abilities, student learning styles) qualitatively.This study explored 4 participants (12 to 13 years old) with their constructed number pattern they had generalized during individual task-based interviews. Questions that include indicators of the problem solving process in terms of student learning styles, and interviews. The data analysis used was namely data reduction, data presentation, drawing conclusions. We found that students who are converger, diverger, accommodator, and assimilator understands the problem by knowing what is known and asked and explains the problem with their own sentences. The converger and assimilator students look back without checking the counts involved, the diverger students do not see other alternative solutions and do not check the counts involved, accommodator students consider that the solutions obtained are logical, ask themselves whether the question has been answered, check the counts that are done, reread the question, and use other alternative solutions. The implication of this study indicated that students of the type of converger, diverger, accommodator, and assimilator are able to solve problems through the stages of implementing plans by interpreting problems in mathematical form, implementing strategies during the process and counting takes place. Based on several studies on pattern generalization, there have not been researchers who have revealed the number pattern generalization of high school students based on learning styles.

scholarly journals Ciri Khas Gaya Pembelajaran Elemen Persekitaran dan Elemen Fisiologi Murid Lemah untuk Belajar dan Memproses Maklumat Baru

2021 ◽  
Vol 3 (3) ◽  
pp. 119-127
Author(s):  
Nurulhuda Md Hassan ◽  
Mohd Razimi Husin ◽  
Hishamuddin Ahmad ◽  
Faridah Hanim Yahya
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Work Outcomes ◽  
Student Work ◽  
New Information ◽  
Student Information

Kajian ini bertujuan untuk mendedahkan tentang penerimaan murid dalam kemahiran dan maklumat pembelajaran yang dilakukan di sekolah rendah. Kajian ini juga bertujuan untuk memahami ciri khas gaya pembelajaran elemen persekitaran dan elemen fisiologi murid yang lemah berdasarkan kecenderungan mereka untuk belajar dan kemampuan memproses maklumat baru. Kajian ini adalah kajian kes yang menggunakan data kualitatif untuk menjawab persoalan yang dinyatakan. Penyelidik menggunakan Model Dunn & Dunn sebagai panduan dalam menganalisis data pemerhatian dalam gaya pembelajaran yang disokong oleh wawancara dan analisis hasil kerja murid. 16 peserta dipilih dengan sengaja untuk kajian ini. Dapatan menunjukkan bahawa rangsangan gaya pembelajaran elemen persekitaran dan elemen fisiologi mendorong atau merangsang pembelajaran murid yang lemah. Kesimpulannya, di samping strategi yang baik, gaya pembelajaran sebagai petunjuk pembelajaran dan pencapaian yang meningkatkan kualiti penerimaan maklumat murid. Oleh itu, penemuan ini merungkai hubungan antara gaya pembelajaran dan kesan pembelajaran murid yang perlu diberi perhatian oleh pendidik untuk memenuhi pengajaran dan cara pembelajaran murid. Special Characteristics of Learning Styles Environmental Elements and Physiological Elements of Weak Students to Learn and Process New Information Abstract: This study aims to reveal about the acceptance of students in the skills and information of learning done in primary schools. This study also aims to understand the special characteristics of learning styles of environmental elements and physiological elements of weak students based on their propensity to learn and ability to process new information. This study is a case study that uses qualitative data to answer the stated questions. Researchers used the Dunn and Dunn Model as a guide in analyzing observational data in a learning style supported by interviews and analysis of student work outcomes. 16 participants were deliberately selected for this study. Findings indicate that learning style stimuli of environmental elements and physiological elements induce or stimulate poor student learning. In conclusion, in addition to good strategies, learning style as an indicator of learning and achievement that improves the quality of student information reception. Therefore, these findings unravel the relationship between learning styles and student learning effects that need to be given attention by educators to meet the teaching and learning methods of students. Keywords: Environmental Elements, Learning Styles, Physiological Elements.

The Learning Styles of Taiwanese Mechanical Engineering Students

2011 ◽  
Vol 418-420 ◽  
pp. 2143-2146
Author(s):  
Chin Min Hsiung ◽  
Chi Chang Lin
Keyword(s):  
United States ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Internal Consistency ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
The United States ◽  
Learning Performance

Learning style has been proven to be an important factor that affects student learning performance. By knowing student learning styles, instructors can modify teaching material and teaching methods accordingly for the greater benefit of students. By understanding the strengths and weaknesses of learning styles, students may adopt complementary learning strategies, thus improving their performance. The Index of Learning Styles (ILS) developed by Felder and Soloman has been widely used in the context of engineering education to enhance both teaching and learning. However, the general statistics and reliability of its Chinese version have not been reported. In this study, we conducted a survey, and 223 students majoring in mechanical engineering at National Pingtung University of Science and Technology (NPUST), Taiwan, participated. This study involved a comparison of the learning style profiles of the students against the results of prior related research conducted in the United States. Subsequently, the internal consistency coefficients of Cronbach’s alpha were examined. The results show that the participants were active, perceptive, visual, and sequential learners, similar to their counterparts in the United States. The internal consistency coefficients on the four dimensions in ILS are 0.49, 0.59, 0.64, and 0.36, respectively. The statistics are lower or approximately equal to those of the English version ILS.

scholarly journals Pengaruh strategi pembelajaran, gaya belajar, sarana praktik, dan media terhadap hasil belajar patiseri SMK se-Gerbangkertasusila

2015 ◽  
Vol 5 (1) ◽  
pp. 88
Author(s):  
Siti Nurul Aini ◽  
Putu Sudira
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Student Learning Outcomes ◽  
Instructional Media

Penelitian ini bertujuan untuk mendeskripsikan pengaruh strategi pembelajaran, gaya belajar peserta didik, sarana praktik, dan media pembelajaran terhadap hasil belajar Patiseri di SMK SeGerbangkertasusila. Penelitian ini adalah penelitian expostfacto yang bertujuan untuk menjelaskan pengaruh strategi pembelajaran, gaya belajar peserta didik, sarana praktik, dan media pembelajaran terhadap hasil belajar Patiseri di SMK Se- Gerbangkertasusila.. Penelitian ini dilaksanakan di SMK Se-Gerbangkertasusila yang mempunyai program studi patiseri. Sampel penelitian ini sebanyak 337 siswa. Pengumpulan data melalui angket. Analisa data yang digunakan adalah analisi regresi dan korelasi dengan taraf kesalahan 0,05. Hasil penelitian ini adalah sebagai berikut. 1) Sebanyak 51,04% siswa berpendapat bahwa strategi pembelajaran di SMK Se-Gerbangkertasusila berkategori sedang; 65,58% siswa memiliki gaya belajar berkategori sedang; 53,71% siswa berpendapat bahwa sarana praktik berkategori sedang, 47,18% siswa berpendapat bahwa media pembelajaran berkategori sedang; dan 62,31% siswa memiliki nilai di rapor berkategori sangat tinggi. 2)Ada pengaruh positif dan signifikan antara strategi pembelajaran terhadap hasil belajar mereka (rx1y = 0,735; p< 0,005); ada pengaruh positif dan signifikan antara gaya belajar siswa terhadap hasil belajar(rx2y = 0,567; p< 0,005); terdapat pengaruh positif dan signifikan antara sarana praktik terhadap hasil belajar rx3y = 0,222; p< 0,005); terdapat pengaruh positif dan signifikan antara media pembelajaran terhadap hasil belajar (rx4y = 0,735; p< 0,005); terdapat pengaruh positif dan signifikan secara bersama-sama antara strategi pembelajaran, gaya belajar, sarana praktik, dan media pembelajaran terhadap hasil belajar (rx1,x2,x3,x4,y = 0,749; p< 0,005). THE EFFECT OF STUDENT’S LEARNING STRATEGIES, LEARNING STYLES, PRACTICE FACILITIES, AND MEDIA ON LEARNING OUTCOMES OF VOCATIONAL PASTRY AND BAKERY IN GERBANGKERTASUSILAAbstractThis study aimed to describe the effect of student’s learning strategies, learning styles , practice facilities, and instructional media on learning outcomes in vocational pastry and bakery in Gerbangkertasusila.This research is expostfacto research to describe effect of student’s learning strategies, learning styles , practice facilities, and instructional media on learning outcomes in vocational pastry and bakery in Gerbangkertasusila.. This research was conducted at SMK Gerbangkertasusila having patiseridepartment. The sample was 337 students establised using a questionnairetechnique. The data were collected through questionnaires. Data analyze using correlation and regretation with correction 0,05. The results of the study are as follows :1) As many as 51.04 % of students found learning strategies in SMK Gerbangkertasusila being in a fair category; 65.58 % students have a moderate learning style category, 53.71 % of students found the practicum facilitiesbeing in afaircategory; 47.18 % of students found the instructional media being in afaircategory and 62.31 % of students have veryhigh grades in their report books.2) There is a positive and significant correlation between the learning strategies on student learning outcomes in patiseriCatering Skills Program SMK Gerbangkertasusila (rx1y = 0.735, p < 0.005); there a positive and significant correlation between students’ learning styles on learning their outcomes (rx2y = 0.567, p < 0.005), there is a positive and significant correlation between the practicum facilities on students learning outcomes (rx3y = 0.222 , p < 0.005), there is a positive and significant correlation between instructional media on the students’ learning outcomes (rx4y = 0.735, p < 0.005), there is a positive and significant effect oflearning strategies, learning styles, practicum facilities, and instructional media in aggregate on the students’ learning outcomes (rx1,x2,x3,x4,y = 0.749, p < 0.005).

scholarly journals Kaitan antara Gaya Belajar, Kemandirian Belajar, dan Kemampuan Pemecahan Masalah Siswa SMP dalam Pelajaran Matematika

2018 ◽  
Vol 5 (2) ◽  
pp. 75-84 ◽  
Author(s):  
Rostina Sundayana
Keyword(s):  
High School ◽  
Problem Solving ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Junior High School ◽  
Mathematical Problem ◽  
Independent Learning ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills

ABSTRAKPada umumnya kemandirian belajar dan kemampuan pemecahan masalah matematika siswa SMP masih rendah. Guru sebagai pelaksana kegiatan belajar mengajar, menjadi faktor utama yang menjadi penyebab masalah tersebut terjadi. Salah satu upaya yang dapat dilakukan guru adalah menciptakan suasana belajar yang cocok dengan jenis gaya belajar siswa (auditorial, visual, ataupun kinestetik), sehingga diharapkan tujuan pembelajaran dapat dicapai secara efektif. Penelitian ini dilakukan di SMP Negeri 2 Tarogong Kidul kelas IX pada tahun ajaran 2015-2016 semester ganjil. Metode penelitian yang digunakan berupa penelitian eksplanatif komparatif-asosatif. Dari hasil penelitian terungkap bahwa: 1) Tidak terdapat perbedaan kemampuan pemecahan masalah matematik, antar siswa ditinjau dari jenis gaya belajarnya. 2) Tidak terdapat perbedaan tingkat kemandirian belajar matematika antar siswa ditinjau dari gaya belajarnya. 3) Kemandirian belajar siswa mempengaruhi tingkat kemampuan pemecahan masalah matematis siswa. Dari hasil penelitian tersebut menunjukkan bahwa setiap siswa, baik yang mempunyai gaya belajar auditorial, visual, ataupun kinestetik mempunyai tingkat kemandirian belajar dan kemampuan pemecahan masalah matematik yang sama. Selain itu, diketahui pula bahwa semakin tinggi tingkat kemandirian belajar siswa, maka semakin tinggi pula kemampuan pemecahan masalah matematis siswa.ABSTRACTIn general, independent learning and problem solving ability mathematics junior high school students is still low. Teachers practice teaching and learning activities, the main factor that causes the problem from happening. One of the efforts that teachers can do is to create a learning environment that matches the kind of student learning styles (auditory, visual, or kinesthetic), so hopefully learning objectives can be achieved effectively. This research was conducted in Tarogong South Junior High School 2 class IX in odd semester of school year 2015-2016. The method used in the form of comparative research explanation-associative. From the results of the study revealed that: 1) There is no difference in mathematical problem solving skills, among students in terms of the type of learning style. 2) There is no difference in the level of independence of learning mathematics among students in terms of learning styles. 3) Independence of student learning affects the level of students' mathematical problem solving ability. From the results of these studies indicate that each student, both of which have auditory learning style, visual, or kinesthetic have this level of independent learning and problem solving skills the same mathematical. In addition, it is also known that the higher the level of independence of student learning, the higher the students' mathematical problem solving ability.

scholarly journals Analysis of Students' Mathematical Problem Solving Ability in terms of Student Learning Styles with Models Problem Based Learning

2021 ◽  
Vol 4 (1) ◽  
pp. 337-344
Author(s):  
Dwi Ardy Dermawan ◽  
Pargaulan Siagian ◽  
Bornok Sinaga
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Mathematical Problem Solving ◽  
Math Problem ◽  
Math Problem Solving

This study aims to analyze and determine: (1) the level of mathematical problem solving ability in terms of learning styles after implementing problem-based learning; (2) errors and difficultiesexperienced by students in solving math problem solving abilities in terms of learning styles after implementing problem-based learning. This research is a descriptive qualitative research. The subjects of this study were 32 students of SMA Negeri 1 Rantau Selatan class X MIPA 1, who were then appointed to interview subjects based on the Kolb & Kolb learning style, namely accommodation, divergent, assimilation, and convergent based on the level obtained based on indicators and aspects of difficulty. The research results are as follows: (1) there are 8 students (25%) has a learning style accommodation with the level of mathematical problem solving ability medium category amounted to 3 students, and low category amounted to 5 students; there are 11 students(34.37%) have a divergent learning style with a level of mathematical problem solving ability 1 student in high category, 4 students in medium category, 6 students in low category; exist 9 students (28.13%) have an assimilating learning style with a level of mathematical problem solving ability medium category amounted to 2 students, and low category amounted to 7 people; exist4 students (12.5%) have a convergent learning style with a level of mathematical problem solving ability medium category amounted to 3 students, with the low category amounted to 1 student;(2) for students' difficulties with accommodation learning styles, students have difficulty on principle indicators; for the difficulties of students with divergent learning styles, students have difficulty on indicators of concepts and principles; for the difficulties of students with assimilation learning styles, students have difficulty in the concept indicators and indicators of verbal problems; for the difficulty of students with convergent learning styles, students have difficulty on principle indicators.

Deskripsi Kemampuan Berikir Kritis Matematis dan Kemandirian Belajar Siswa Ditinjau dari Gaya Belajar

2020 ◽  
Vol 5 (2) ◽  
pp. 40
Author(s):  
Cici Mursari
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Learner Autonomy ◽  
Learning Resources ◽  
Auditory Learning ◽  
Problem Solving Skills ◽  
Analytical Skills

The study aimed to describe the mathematical critical thinking skills and learner autonomy of students at SMP Negeri 1 Baturraden viewed from learning style. This study was descriptive qualitative. The subjects of the study were students of grade VII G. The selection of the sample was done through purposive sampling technique obtaining 3 students of visual learning style, 3 students of auditory learning style and 3 students of kinesthetic learning style. Techniques to collect the data were questionnaire, test, and interview. Data analyses were data reduction, data presentation, and drawing conclusions. The validity test of the data was triangulation test of triangulation techniques. The findings obtained that students with visual learning styles mastered the indicators of analytical skills, synthesizing skills, problem solving skills as well as the skills of evaluating and assessing, meanwhile the learner autonomy mastered indicators of learning strategies, planning, evaluating, assignments/exercises, various learning resources and students workbook. Students with auditory learning styles grasped indicators of analytical skills, problem solving skills, as well as evaluating and assessing skills while for learner autonomy understood indicators of learning strategies, planning, evaluating, various learning resources and students workbook. While kinesthetic learning style students grasped the indicators of synthesizing and evaluating skills while for learner autonomy mastered the indicators of using learning strategies and using various learning resources.

PENGARUH PENDEKATAN SAINTIFIK DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAMDI MADRASAH TSANAWIYAH MESRAKOTA PEMATANGSIANTAR

2019 ◽  
Vol 3 (2) ◽  
pp. 32
Author(s):  
Mul Iadi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Kinesthetic Learning ◽  
Significant Difference ◽  
Scientific Approach

<p>The purpose of this study was to find out: (1) differences in Akidah<br />Akhlak learning outcomes of students taught with scientific approaches<br />with students taught with contextual approaches, (2) differences in<br />learning outcomes Akidah Akhlak students who have visual, auditory and<br />kinesthetic learning styles, and (3) the influence of the scientific approach<br />and student learning styles on the learning outcomes of Akidah Akhlak.<br />This research method is quasi-experimental with the population of this<br />study are students of class VII (Seven). The sample was chosen into two<br />classes with cluster random sampling technique, in this case selected for<br />the experimental class with a scientific approach is class VIIa with the<br />number of students 31, while for the control class that is the contextual<br />approach is class VIId with the number of students 34. Instruments of data<br />collection is a questionnaire and test of learning outcomes. The technique<br />by analysis of variance (Anava) at "α" = 0.05. The results of this study are:<br />(1) student learning outcomes taught with scientific approach (= 33.5)<br />higher than student learning outcomes taught with contextual approaches<br />(= 28,7), with Fcount = 68,10&gt; Ftable = 3.988 , (2) student learning<br />outcomes with visual learning style (= 34.21) higher than student learning <br />outcomes with kinesthetic learning styles (= 28.38) and auditory learning <br />styles (= 27.69), with Fcount = 79,32 &gt; Ftable = 3.988. And (3) there is an<br />interaction between learning strategies and learning styles towards<br />learning outcomes with statistical calculations known F count = 30,16&gt;<br />Ftable = 3.988. Further test calculations using the Scheffe test also showed<br />a significant difference between student learning outcomes taught by the<br />scientific approach and the contextual approach (CTL) as well as student<br />learning outcomes with visual, auditory and kinesthetic learning styles.</p>

scholarly journals PERCEPTUALS LEARNING STYLES PREFERENCES OF INTERNATIONAL MASTER'S STUDENTS IN MALAYSIA

2020 ◽  
Vol 19 (1) ◽  
pp. 100-108
Author(s):  
Achmad Yudi Wahyudin ◽  
Akhyar Rido
Keyword(s):  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Master's Students ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Predominant Factor ◽  
Visual Learners ◽  
Style Preferences

It has been a consensus that learning styles have been a predominant factor of success in master's degree program. Since the preferences of learning styles are affected by students' cultural background, this study was carried out to explore the perceptual learning style preferences of international Master’s students in a Malaysian university. Sixty students consisting of Indonesian, Iranian, and Libyan were involved in the present study. The findings reveal that Indonesian and Libyan students tended to be more kinesthetic/tactile learners while Iranian tended to be more visual learners. This study suggested practitioners use various learning strategies to cater the learning style preferences of the students.

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