scholarly journals Profil Kemampuan Representasi Siswa Dalam Memecahkan Masalah Matematika Ditinjau Dari Gaya Belajar

2021 ◽  
Vol 11 (1) ◽  
pp. 15-28
Author(s):  
Aula Amalia ◽  
Nurina Happy ◽  
FX Didik Purwosetiyono
Keyword(s):  
Qualitative Research ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
School Students ◽  
Verbal Representation ◽  
Kinesthetic Learning ◽  
Analysis Technique ◽  
Student Learning Styles

This study aims to determaine the profile of the representation ability of juniorhigh school students in terms of learning styles. This type of research wasdescriptive qualitative research. The subjects taken were three junior highschool students of eight grade, each of whom had a visual learning style, andauditory learning style, and kinesthetic learning style. The data was collectedusing a learning style scale, written tests, interviews and documentation. Thedata analysis technique was carried out in 3 stages, reduction, datapresentation, and drawing conclucions or verification. The validity of the dataused time triangulation, comparaing the results of the representation abilitytest with the results of interviews in the first and second stages. The analysiswas developed based on indicators of representational ability by taking inroaccount student learning styles. Based on the results of the analysis, it isknown that subjects with visual, auditory and kinesthetic learning styles havelow verbal representation abilities. 

scholarly journals Students' Mathematical Connection Skills Reviewed From Learning Styles

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Ujang Suprianto ◽  
Heni Pujiastuti
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Mathematical Connections ◽  
Significant Difference ◽  
Mathematical Connection ◽  
Student Learning Styles

The purpose of this study is to determine the distribution of student learning styles, to determine the average mathematical communication skills that have Auditory, Visual, and Kinestatic learning styles. and to find out if there are significant differences in the ability of mathematical connections between students who have auditory, visual, and kinesthetic learning styles. This research was conducted at SMAN 17 Pandeglang in class XII MIPA. The instrument used was in the form of a learning style questionnaire and a test of mathematical connection abilities. This type of research is a comparative study with a quantitative approach. Based on the results of data processing, that the distribution of student learning styles is included in the Auditory learning style of 34% of students, Visual 46% of students, and Kinesthetic 19% of students. By using a scale of 0-50, the average mathematical connection ability of students is 29.58, whereas when viewed from each distribution of learning styles, the average mathematical ability of auditory students is 24.89, visual students 28.33, and kinestatic students 34,40. Based on the results of the analysis with the ANOVA test and t test (Dunnet) that there is a significant difference in the ability of students' mathematical connections between auditory, visual and kinesthetic learning styles with a significant level of ? = 0.05, and the results of the value of Fcount > Ftable = 3.62 > 3,42, where the kinesthetic learning style has higher mathematical connection ability than auditory and visual learning styles.

Identifikasi Gaya Belajar Mahasiswa Pendidikan Jasmani Kesehatan dan Rekreasi (PJKR) IKIP Budi Utomo Malang

2019 ◽  
Vol 25 (2) ◽  
pp. 6-11
Author(s):  
Ahmad Ilham Habibi ◽  
Tri Asih Wahyu Hartati ◽  
Purwaning Budi Lestari
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Learning And Teaching ◽  
Kinesthetic Learning ◽  
Study Programs ◽  
Qualitative Descriptive ◽  
Student Learning Style ◽  
Student Learning Styles

Lecturers must know and understand the characteristics and learning styles of their students so that their interactions can take place well in the learning and teaching process. However, in reality in the field most of the Lecturers are Educational Study Programs Physical Health and Recreation (PJKR) does not yet know and understand student learning styles optimally. Therefore this study aims to determine the tendency of PJKR student learning styles at IKIP Budi Utomo Malang. This research is a qualitative descriptive study.The instruments of this study were student learning style questionnaires, interview guidelines for lecturers and interview guidelines for students. The results showed that the most dominant PJKR student learning style was the visual learning style with a total of 98 students (63.23%). The next dominant student learning style is the kinesthetic learning style with a total of 23 students (14.84%).The conclusion of this study is that most PJKR students have a visual learning style and some others have kinesthetic learning styles.

scholarly journals Kecenderungan Gaya Belajar Mahasiswa dalam Mengikuti Implementasi Penugasan Dosen Sekolah

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Adi Sumarsono ◽  
Nyoman Widiantari ◽  
Etriana Meirista
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Quantitative Descriptive ◽  
Basic Course ◽  
The Given ◽  
Student Learning Styles

Proses perkuliahan dapat tercapai sesuai arahan kurikulum jika interaksi antara ilmu yang diberikan dan respon penerima dapat terjadi nyata secara linier. Tujuan dari penelitian ini adalah mendeskripsikan kecenderungan gaya belajar mahasiswa saat mengikuti perkuliahan pada program Penugasan dosen Sekolah (PDS) pada mata kuliah kepalatihan dasar. Metode yang digunakan dalam penelitian ini adalah deskriptif kuantitatif. Subyek yang dilibatkan dari penelitian ini sebanyak dua kelas yang terdiri dari masing-masing kelas sebanyak 32 mahasiswa. Instrumen yang digunakan dalam penelitian ini adalah angket skala belajar, wawancara dan dokumentasi. Aspek yang hendak diukur dalam penelitian ini meliputi tiga aspek yaitu, gaya belajar visual, gaya belajar auditori dan gaya belajar kinestetik. Hasil penelitian ini adalah terdapat kecenderugan gaya belajar mahasiswa di jurusan pendidikan jasmani kesehatan dan rekreasi dalam mengikuti perkuliahan Implementasi PDS. Adapun hasil dari penelitian ini dapat dijelaskan bahwa gaya belajar visual sebesar 38,30%, sedangkan gaya belajar auditori sebesar 53,55% dan juga gaya belajar kinestetik mahasiswa sebesar 96,30%. Dari hasil penelitian ini dapat disimpulkan bahwa mahasiswa pada jurusan PJKR UNMUS lebih cenderung suka dan mudah dalam memahami jika materi yang disampaikan dalm bentuk di keterampilan yang langsung dipraktekkan dari pada menggunakan gaya belajar yang mempunyai kecenderungan selain kinestetik.  Tendency of  Student Learning Styles in Attending the Implementation of School Lecturer Assignments AbstractThe lecture process can be achieved according to curriculum direction if the interaction between the given knowledge and the recipient's response can occur linearly. The purpose of this study is to describe the tendency of student learning styles when attending lectures in the School Lecturer Assignment (PDS) program in basic course subjects. The method used in this research is quantitative descriptive. Subjects involved in this study were as many as two classes consisting of each class of 32 students. The instruments used in this study were study scale questionnaires, interviews and documentation. The aspects to be measured in this study include three aspects namely, visual learning style, auditory learning style and kinesthetic learning style. The results of this study are there are trends in student learning styles in the physical health and recreation education majors in attending PDS Implementation lectures. The results of this study can be explained that the visual learning style is 38.30%, while the auditory learning style is 53.55% and also the kinesthetic learning style is 96.30%. From the results of this study it can be concluded that students in the UNMUS PJKR majors are more likely to like and easily understand if the material delivered preformance in the form of skills that are directly practiced rather than using learning styles that have trends other than kinesthetic.  

scholarly journals FACILITATING LEARNING STYLES IN ELEMENTARY SCHOOL STUDENTS

2019 ◽  
Vol 1 (2) ◽  
pp. 514
Author(s):  
Widia Indra Kartika ◽  
Syifa Lailatul Mutmainnah ◽  
Nurlia Agustina ◽  
Moh Salimi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Process ◽  
Visual Learning ◽  
School Students ◽  
Auditory Learning ◽  
Visual Learners ◽  
Auditory Learners ◽  
Student Learning Styles

<p><em>Educators need to understand student learning styles so that the delivery of material or the learning process becomes smooth and successful. Educators need to understand also ways to facilitate students according to learning styles. The purpose of this study is to (1) describe student learning styles; (2) describe ways to facilitate student learning styles. The results of this study are: (1) learning style is a learning process of students in accordance with their skills and abilities which consist of visual learning styles, auditory learning styles, and kinesthetic learning styles. (2) ways to facilitate visual learners through vision or depiction, auditory learners learn through hearing, and kinesthetic learners learn through motion or touch.</em></p>

scholarly journals Kemampuan Menyelesaikan Soal Cerita Matematika Ditinjau Dari Gaya Belajar Siswa Kelas VII

2021 ◽  
Vol 1 (2) ◽  
pp. 202-211
Author(s):  
Eva Nurdiana ◽  
Ketut Sarjana ◽  
Muhammad Turmuzi ◽  
Sri Subarinah
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Story Problems ◽  
Test Question ◽  
Auditory Learning ◽  
Descriptive Research ◽  
Kinesthetic Learning ◽  
Analysis Technique ◽  
The Subject

This study aims to find out the ability to solve math story problems reviewed from the learning style of grade VII students. The type of research used is descriptive research with qualitative approach. The sample class was selected using cluster random sampling techniques and obtained 32 students who were taken 25% of the population, the sample was randomly taken 8 students from each class. The samples obtained were given a study style questionnaire in order to classify the sample into visual, auditorial and kinesthetic learning style categories. The sample that was the subject of the interview and the subject given the test question was selected based on the three categories of study style, which was taken randomly 20% of the sample of each learning style. Students' ability to solve math story problems is reviewed from known learning styles through analysis of students' answers in solving number material story questions and based on interview results. The analysis technique used is descriptive statistical analysis. From the results of the study obtained: The ability to solve math story problems of students with visual learning style, auditory learning and kinesthetic learning is  good criteria, less criteria,and less criteria.

scholarly journals MATHEMATICAL THINKING PROCESS IN GRAPH THEORY MATERIAL IN TERMS OF STUDENT LEARNING STYLES

2020 ◽  
Vol 4 (5) ◽  
pp. 1046
Author(s):  
Hetty Patmawati
Keyword(s):  
Graph Theory ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Mathematical Thinking ◽  
Visual Learning ◽  
Conceptual Thinking ◽  
Thinking Process ◽  
Thinking Processes ◽  
Student Learning Styles

This research is motivated by the lack of understanding  students have in working on graph theory material problems due to differences in students' thinking processes, and  student learning styles when studying discrete mathematics, which requires different thinking with Boolean algebra material. Each student has a different way of thinking skills and learning style. This study uses descriptive qualitative methods so that this study has the objective to find out how the students' mathematical thinking processes in working on graph theory material problems and what obstacles are experienced by students in terms of their learning styles. The focus of research in this study, namely to analyze mathematical thinking processes on graph theory material in terms of student learning styles. The instruments in this study were researchers and also graph theory test questions that were used to view students' thought processes. The research subjects were 5 semester students, as many as 3 people with visual, auditory and kinesnetik learning styles. Then given the problem of graph theory as much as 2 questions, one question in the form of text and another in the form of images. The results show that students with visual learning styles tend to be included in students who have a conceptual thinking process, students with auditory learning styles tend to be included in students who have semi-conceptual thinking processes, while students with kinesthetic learning styles, including students who have computational thinking process . Barriers experienced by students include the lack of understanding of the basic concepts of graph theory and the trajectories and trajectories of Euler and Hamilton.

scholarly journals Android-Based Expert System Application to Determine Math Learning Styles of Elementary School Students in Surakarta

2020 ◽  
pp. 65-70
Author(s):  
Rayung Wulan ◽  
Achmad Sarwandianto ◽  
Nur Alamsyah ◽  
Aulia Ar Rakhman Awaludin
Keyword(s):  
Expert System ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
System Application ◽  
Student Assessment ◽  
Internal Consistency Reliability ◽  
School Students ◽  
Student Learning Style ◽  
Student Learning Styles

This Android-based expert system application was created to assist teachers in analysing student learning styles and identification of student learning styles that are easy to transfer knowledge in schools. The instrument used was the results of a questionnaire to measure learning style variables and student assessment variables in receiving mathematics lessons. The Android-based expert system application was designed based on student learning style questionnaire, the questionnaire was validated, and internal consistency reliability, set the instrument items and then collected in the rules and decision trees. The results of the questionnaire were taken from 6 elementary schools in Surakarta. The inference method used in this calculation is the forward chaining method, looking at the results of the decision tree as outlined in the expert system application. The Android-based expert system application is very effective and efficient in analysing student learning styles.

scholarly journals Analisis Kemampuan Representasi Matematis Siswa SMK Ditinjau dari Gaya Belajar

2020 ◽  
Vol 1 (2) ◽  
pp. 53-59
Author(s):  
Elsa Komala ◽  
Asri Maulani Afrida
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Sampling Technique ◽  
Mathematical Representation ◽  
School Students ◽  
Kinesthetic Learning ◽  
Student Questionnaire

This research aims to describe the mathematical representation abilities of vocational school students in terms of visual, auditory, and kinesthetic learning styles, as well as learning styles that have the best representational abilities in mathematics learning. The research was conducted at SMK Negeri 2 Cilaku Cianjur. The research method used is descriptive research with a quantitative approach. The subjects in this study were all 29 students of class X TKJ 2 with purposive sampling technique. The data used are written tests to reveal mathematical representation abilities, observation and questionnaires to classify students based on learning styles, interviews with students. Data processing used descriptive analysis of the percentage of posttest scores, learning styles by looking at the percentage of observation statements and answers to student questionnaire statements. The results of the data analysis showed that the percentage of achievement of the mathematical representation ability of students with a visual learning style was 71.43% in the sufficient category, students with the auditory learning style 71.25% in the sufficient category, and students with the kinesthetic learning style 73.89% with the sufficient category. The kinesthetic learning style has the best representation ability in mathematics learning with a percentage of 73.89% with a sufficient category.

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 The Effect of Cooperative Learning Model Type Two Stay Two Stray and Learning Style on Social Sciences Learning Outcomes of Grade IV Elementary School Students

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Wachid Yuli Irfanto ◽  
Mustaji Mustaji ◽  
Muhammad Jacky
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Learning Model ◽  
Posttest Score ◽  
Pretest Score ◽  
Validity And Reliability ◽  
School Students

This study aims to determine the existence of significant differences in students who carry out learning using the two stay two stray model and learning styles towards learning outcomes. The design used in this study is the Pre-Experimental Design design of the One-Group Pretest-Posttest Design. The technique of data analysis using validity and reliability tests. The average results of the pretest and posttest values obtained in the research subjects (class IV) showed that there was an increase before the treatment and after treatment, both students who had the type of visual learning style, audiovisual and kinesthetic. In the type of visual learning style, the pretest score was 65.24 while the posttest score was 79.17. For the type of audio-visual learning style, the pretest score was 66.74, while the posttest score was 82.26 and for the last type, the kinesthetic learning style obtained a pretest score of 67.32 while the posttest score was 84.75. All types of student learning styles experience increased learning outcomes when given treatment with model two stay two strays. So from that shows that the learning model of two stay two stray with visual learning style, audiovisual and kinesthetic experiences a significant increase in improving student learning outcomes.

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