scholarly journals LEARNING STYLE AND INTEGRATIVE THEMATIC LEARNING CONCEPT

2017 ◽  
Vol 5 (2) ◽  
pp. 356
Author(s):  
Rina Oktafia Putri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Educational Goals ◽  
Internal Factors ◽  
School Work ◽  
Community Environment ◽  
The Family ◽  
Good Learning ◽  
Thematic Learning ◽  
Learning Concept

<p align="center"><em>Learning is one of the main keys in achieving educational goals. Good learning is a learning that takes place effectively and efficiently. Integrative thematic learning should have the creativity and innovative that teachers do in order to produce creative learners. Each learner has different learning styles because of the background of environmental factors, thinking patterns and interactions. Activities and learning outcomes are influenced by internal factors, both physical and psychological, and external factors in the family, school, work or community environment. The principle of learning, affirming that learning: is a part of development, lasting a lifetime, influenced by innate factors, environment and maturity, covering all aspects of life, takes place at any place and time, with teachers or without teachers, varying from simple to complex</em></p>

scholarly journals Komparasi Tingkat Hasil Belajar Berdasarkan Gaya Belajar Visual, Auditorial, dan Kinestetik

2021 ◽  
Vol 3 (1) ◽  
pp. 37-48
Author(s):  
Nastiti ◽  
Wahyu Rika Agustin
Keyword(s):  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Significance Level ◽  
Ex Post ◽  
Significant Difference ◽  
Good Learning

The purpose of the study was to determine whether there was a difference between learning outcomes based on VAK learning styles (visual, auditory, kinesthetic) in Integrated Social Studies subjects for seventh grade students of SMP Negeri 1 Patianrowo. Researchers used a comparative quantitative approach with a comparative causal design or ex post facto. The population in the study were all students of class VII, amounting to 295 students and the sample was 59 students taken from class VII H and I. The sample was taken using simple random sampling technique. The study used a questionnaire and documentation as data collection instruments. While the data analysis technique used kruskal wallis. The results showed that good learning outcomes based on visual learning styles were 20%, low learning outcomes were 60%, and moderate learning outcomes were 20%. Furthermore, good learning outcomes based on auditory learning styles are 68%, low learning outcomes are 3%, and moderate learning outcomes are 29%. Finally, good kinesthetic learning outcomes are 22%, low learning outcomes are 73%, and low learning outcomes are 5%. Based on these results, it can be concluded that there is a significant difference in learning outcomes based on learning styles using the VAK learning style in Integrated Social Studies subjects class VII SMP Negeri 1 Patianrowo. This can be seen from the sig value. namely 0.000 <from the significance level of 5% (0.05).

scholarly journals Gaya Belajar Mahasiswa Thailand di Universitas Islam Riau

GERAM ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 27-34
Author(s):  
Muhammad Mukhlis
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Students ◽  
Visual Learning ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Lecture Material ◽  
Lecture Method ◽  
Good Learning

Learning styles are the ways, attitudes, and habits undertaken by students to gain comfort in learning. In this case, the researcher analyzed the foreign students’ learning style from Thailand who are studying at the Islamic University of Riau. The result of study showed that foreign students’ learning style from Thailand tended to use Kinesthetic learning style. This was based on research findings, learning style that has the highest value of kinestetik with an average of 84.6%, followed by an auditory learning style with an average of 76.9% and then visual learning style with an average of 61.5 %. As the findings in research are: First, for visual learning style students prefered to use the media in the lecture process. They were more able to concentrate when the lecturer explains the lecture material when looking at the face. Students could not memorize the material while listening to music. Students understood the material written on the board rather than read more quickly. Second, for auditory learning style, students prefered their lecturers by using lecture method. Students more easily remembered well the lecture material during the discussion. Students will lose concentration, when they heard a noise. Students prefered to discuss with friends if they find problems learning. Third, for students' kinesthetic learning styles along with. Students were more interested in lectures that are in practice. Students memorized the material while walking more dominant. when studying students could not read quickly. The findings could certainly be an input for educators in order to absorb, organize, and suit the learning strategies with learning styles, so as to show good learning outcomes and will be in accordance with lecture objectives

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 The Effect of Medium of Instruction on Undergraduate Student Learning Style in Video-based Learning

2020 ◽  
Vol 14 ◽  
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Medium Of Instruction ◽  
Treatment Groups ◽  
Video Based Learning ◽  
Good Learning ◽  
Student Learning Style ◽  
Interactive Videos ◽  
The Impact

The study aims to assess the impact of interactive and linear video on learning effectiveness of undergraduate informatics students with different predominant learning styles (visual, aural, read/write and kinesthetic style). The students in different treatment groups (learning with interactive vs. linear video) have achieved very good learning outcomes and those who used interactive videos achieved better learning outcomes. The impact of the kinesthetic predominant learning style on learning with interactive videos was not evident, i.e. the predominant learning style of the undergraduate informatics students did not affect their success, regardless of the type of video

scholarly journals Tri Pusat Pendidikan (Keluarga, Sekolah, dan Masyarakat) Dalam Membentuk Akhlak Melalui Pembinaan Agama

2020 ◽  
Vol 5 (1) ◽  
pp. 83-95
Author(s):  
Lili Hastuti
Keyword(s):  
School Environment ◽  
Social Life ◽  
Islamic Education ◽  
Educational Goals ◽  
Religious Activities ◽  
Community Environment ◽  
The Core ◽  
Digital Era ◽  
The Family ◽  
High Motivation

Education as a process that certainly cannot be separated from social life. Social life in the sphere of education is the Tri Education Center which includes families, schools, and communities. The family as the starting place for education, the school as the second place after the family, and finally students are able to adjust to the community environment according to the directions obtained from the family and school environment which is supported by fostering religious activities. The three of them must work together in order to achieve educational goals. The core of the purpose of education, especially Islamic education is in order to form good morals to students by integrating affective, cognitive, and psychomotor aspects. The three central points of education must be integrated even though the most important is from the family. Good collaboration between the three will be able to create students according to the digital age while still promoting moral or moral. In essence, if the three work well together and are supported by high motivation from students, students will create morals according to the digital era without releasing the nature of morals.

scholarly journals Visual learning style-based chemistry mental model representation through transformative online learning

2021 ◽  
Vol 2104 (1) ◽  
pp. 012023
Author(s):  
A Winarti ◽  
A Almubarak ◽  
P Saadi
Keyword(s):  
Learning Styles ◽  
Mental Models ◽  
Learning Style ◽  
Chemistry Education ◽  
Visual Learning ◽  
Education Students ◽  
Qualitative And Quantitative ◽  
Chemistry Learning ◽  
Kinaesthetic Learning ◽  
Learning Concept

Abstract Analysis of learning styles is one of the main things teachers need to do before carrying out teaching. The study of learning styles can provide an overview of how a teacher designs a learning concept by students’ learning styles. The learning process will show students’ mental models with their respective learning styles so that these mental models become the primary material for how teachers develop students’ cognitive. This research aimed to describe students’ mental models in terms of students’ visual learning styles. The method used is descriptive with qualitative and quantitative approaches with transformative-based learning concepts. The research results show that chemistry education students for chemistry learning innovation courses only have visual learning styles of 71.43% and audio by 28.55% and do not have kinaesthetic learning styles. This research focuses on visual learning styles to see students’ mental models. The conclusion is that students still need cognitive strengthening, especially the ability to interpret phenomena at the sub microscopic level. With the visual learning style, students are expected to transform their cognitive so that they have mental structures and models relevant in theory and terminology.

TRI PUSAT PENDIDIKAN (KELUARGA, SEKOLAH, DAN MASYARAKAT) DALAM MEMBENTUK AKHLAK MELALUI PEMBINAAN AGAMA

2020 ◽  
Vol 5 (1) ◽  
pp. 83-95
Author(s):  
Lili Hastuti
Keyword(s):  
School Environment ◽  
Social Life ◽  
Islamic Education ◽  
Educational Goals ◽  
Religious Activities ◽  
Community Environment ◽  
The Core ◽  
Digital Era ◽  
The Family ◽  
High Motivation

Education as a process that certainly cannot be separated from social life. Social life in the sphere of education is the Tri Education Center which includes families, schools, and communities. The family as the starting place for education, the school as the second place after the family, and finally students are able to adjust to the community environment according to the directions obtained from the family and school environment which is supported by fostering religious activities. The three of them must work together in order to achieve educational goals. The core of the purpose of education, especially Islamic education is in order to form good morals to students by integrating affective, cognitive, and psychomotor aspects. The three central points of education must be integrated even though the most important is from the family. Good collaboration between the three will be able to create students according to the digital age while still promoting moral or moral. In essence, if the three work well together and are supported by high motivation from students, students will create morals according to the digital era without releasing the nature of morals.

scholarly journals The Role of Educational Communication in Promoting a Student-Centered Learning Style in Multicultural Classrooms: A Reflective Essay on Learning and Teaching in Higher Education

2021 ◽  
Vol 7 (3) ◽  
pp. 838-851
Author(s):  
Hussein AlAhmad
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Qualitative Interviews ◽  
Educational Communication ◽  
Educational Goals ◽  
Open Communication ◽  
Learning And Teaching ◽  
Communication Processes ◽  
Reflective Essay

This is a reflective essay on my own experience while learning and teaching in multicultural classroom in higher education in the UK. It emphasizes the indispensable relationship between the two fields of teaching–learning and communication processes in such heterogeneous environment. The essay focuses on how, in such context, teachers are key players, focused on excellent critical learning and teaching skills; these involve more than content expertise, or traditional methods, but becoming a student-centred, flexible and innovative teacher, going beyond the evaluation of feedback, to constantly exploring gaps in the learning and teaching process, and adjusting their teaching methods accordingly. Key emphasize is on how two-way, open communication endorses teachers’ awareness of discrepancies within their student groups and offers alternative individualized learning styles. Reflecting on my own experience, outcomes form focus groups, and qualitative interviews, the paper concludes with that, by meeting essential physiological, pedagogical as well as belonging needs and esteem, educational communication leads our efforts in optimizing teaching technique in class management, students engagement, also guide our efforts to attain a motivational climate for interactive learning. Best practices in educational communication can boost teachers’ efforts in employing the educational goals of HE, and recognize their societal impact.

scholarly journals ANALISIS KOMBINASI PEMBELAJARAN MODUL, E-MODUL, DAN GAYA BELAJAR TERHADAP HASIL BELAJAR BIOLOGI

BIOLOVA ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 61-67
Author(s):  
Anggia Dwi Larasati Dwi Larasati ◽  
Agus Sujarwanta
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Multiple Choice Questions ◽  
Learning Modules ◽  
Process Learning ◽  
Analysis Technique ◽  
Basic Competencies ◽  
Good Learning

Learning outcomes are the final acquisition of the learning process. Learning outcomes are the limits owned by students in understanding the material. Good learning outcomes can reflect a good learning style because knowing and understanding the best learning styles for him will help students learn so that the results will be maximal. The purpose of this study is to determine the effect of the combination of learning modules on learning outcomes, the influence of learning styles on learning outcomes, and the effect between the combination of learning modules and learning styles on learning outcomes. The technique used to collect data about student learning outcomes, the tests carried out are formative tests. Forms of the questions used are multiple choice questions compiled with a grid that refers to competency standards and basic competencies. Data analysis technique that will be used to test the hypothesis in this study is to use inferential parametric statistics by using the Anova two way classification analysis technique. Before testing the hypothesis, normality and homogeneity of the data are tested as a prerequisite for data analysis. Based on the research conducted, it can be concluded that the e-modules studied are feasible to be used as one of the reference teaching materials in learning biology in schools.

Upaya Meningkatkan Efikasi Diri Melalui Layanan Bimbingan Konseling

2020 ◽  
Vol 3 (1) ◽  
pp. 48-59
Author(s):  
Nona Nurfadhilla
Keyword(s):  
Self Efficacy ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
School Work ◽  
Analysis Techniques ◽  
Qualitative Descriptive ◽  
Doing School ◽  
Good Learning ◽  
Using Data ◽  
Collection Methods

This article aims to look at how to improve self-efficacy through guidance and counseling services at SMP 1 Pleret, Yogyakarta. This type of research is qualitative descriptive, data collection methods through interviews and observations. Data analysis techniques using data reduction, data presentation and drawing conclusions. Results and discussion that there are still many students who have low self-efficacy so they are difficult to achieve good learning outcomes. This is proven by some students rarely doing school work and rarely doing homework also do not have the motivation to excel. BK teachers try through guidance and counseling services in the form of a preventive approach for those with high self-efficacy and a curative approach for students with low self-efficacy. Such as helping students to convince themselves that students are able to do tasks even though it is difficult and able to excel and to convince students to avoid feeling inferior about themselves. Guidance and counseling provided by BK teachers shows significant changes in some students who already have high self-efficacy. So it can be concluded that through guidance and counseling can be an effort to improve student self-efficacy.

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