Analysis of Student's Kinesthetic Activities Against Understanding the Principles of DSSC Work

This study aims to determine how students 'kinesthetic learning activities on understanding the DSSC work principles and to determine the effect of students' kinesthetic activity processes on understanding the working principles of DSSC at Tadulako University. This research was a descriptive-qualitative study where all data is collected based on facts obtained in the field to produce descriptive data in the form of written or spoken words from the people being observed. Respondents involved in this study were 42 students. Data obtained through activity activities, interview comprehension tests, and questionnaires. The results showed that students had been learning kinesthetic activities very well, through kinesthetic activities students became more active students and felt happy. This was reinforced by active discussion, test results where most students got good grades, and interviews. It can be seen that although students' learning styles differ if the kinesthetic learning style was applied, students can easily remember and understand if they do this directly, this was reinforced by a questionnaire. The information obtained by kinesthetic learning styles complements learning styles in addition to kinesthetic.

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PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PKn SISWA

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v11i1.11195 ◽

2018 ◽

Vol 11 (1) ◽

pp. 48

Author(s):

Sudianto Panggabean ◽

Efendi Napitupulu ◽

Abdul Hasan Saragih

Keyword(s):

Learning Styles ◽

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Style ◽

Visual Learning ◽

Higher Learning ◽

Test Results ◽

Cooperative Strategy ◽

Kinesthetic Learning

Abstrak: Tujuan penelitian ini adalah untuk mengetahui hasil belajar PKn antara siswa yang diajar dengan strategi kooperatif tipe jigsaw dan siswa yang diajar dengan strategi ekspositori, mengetahui perbedaan hasil belajar PKn antara siswa yang memiliki gaya belajar visual dan siswa yang memiliki gaya belajar kinestetik serta mengetahui apakah ada interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar PKn. Hasil pengujian menunjukkan bahwa siswa yang diajar dengan strategi kooperatif tipe jigsaw memiliki hasil belajar PKn yang lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi ekspositori. Ini ditunjukkan dari Fhitung = 5,31 > Ftabel(0,05) = 3,96. Siswa yang memiliki gaya belajar visual akan memperoleh hasil belajar yang lebih tinggi daripada siswa yang memiliki gaya belajar kinestetik. Ini ditunjukkan dari Fhitung = 40,27 > Ftabel (0,05) = 3,698. Terdapat interaksi antara strategi pembelajaran dan gay belajar siswa terhadap hasil belajar PKn. Ini ditunjukkan dari Fhitung = 7,61 > dari Ftabel (0,05) = 3,698. Hipotesis telah menunjukkan bahwa siswa yang diajar dengan stategi kooperatif tipe jigsaw akan mendapat hasil belajar yang lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi ekspositori. Siswa yang memiliki gaya belajar visual akan memberikan hasil belajar yang lebih tinggi jika diajarkan dengan strategi kooperatif tipe jigsaw dibandingkan siswa yang diajarkan dengan strategi ekpositori. Kata Kunci: strategi pembelajaran, gaya belajar, hasil belajar pkn Abstract: The purpose of this study was to determine Civics learning outcomes between students taught with a jigsaw cooperative strategy and students taught with an expository strategy, knowing the differences in Civics learning outcomes between students who have visual learning styles and students who have kinesthetic learning styles and know whether there is an interaction between learning strategies and learning styles on Civics learning outcomes. The test results show that students taught with a jigsaw cooperative strategy have higher Civics learning outcomes compared to students taught with an expository strategy. This is shown from Fcount = 5.31> Ftable (0.05) = 3.96. Students who have a visual learning style will get higher learning outcomes than students who have a kinesthetic learning style. This is shown from Fcount = 40.27> Ftable (0.05) = 3.698. There is an interaction between learning strategies and gay student learning towards Civics learning outcomes. This is shown from Fcount = 7.61> from Ftable (0.05) = 3.698. The hypothesis has shown that students who are taught with a jigsaw cooperative strategy will get higher learning outcomes than students taught with an expository strategy. Students who have a visual learning style will provide higher learning outcomes if taught with a jigsaw cooperative strategy compared to students who are taught by an expository strategy. Keywords: learning strategies, learning styles, learning outcomes

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The analysis of student kinesthetic learning activity on the materials of Compton and photoelectric effects

Journal of Physics Conference Series ◽

10.1088/1742-6596/2126/1/012015 ◽

2021 ◽

Vol 2126 (1) ◽

pp. 012015

Author(s):

S Saehana ◽

I K Werdhiana ◽

N S Safitri ◽

O Saputra ◽

N Safira

Keyword(s):

Learning Styles ◽

Learning Style ◽

Photoelectric Effect ◽

Learning Activities ◽

Learning Activity ◽

Sample Population ◽

Theoretical Understanding ◽

Concept Understanding ◽

Kinesthetic Learning ◽

Level Of Understanding

Abstract This study aims to analyze the kinesthetic learning activities of students on Compton and photoelectric effects. This further involved a qualitative descriptive study, where students of class XII Mathematical and Natural Science 2, State of Madrasah Aliyah in Palu Region (Central of Sulawesi, Indonesia), were the sample population examined, in the odd semester of 2018/2019 academic session. Data was obtained through observation of learning activities, concept understanding tests, interviews and learning style identification questionnaires. The selection of respondents was based on the level of understanding of students’ concept categories. The results of the study showed that students perform kinesthetic learning activities very well, as seen from their endeavors in following the lessons and the results of theoretical understanding assessments, which were observed to be in the high category. Furthermore, the interview evaluated that the students are happy with the kinesthetic learning method carried out as it promoted their understanding and recollection of the content of the material and questionnaires indicate that students have visual, auditory and kinesthetic learning styles. From the performance of Compton and the photoelectric effect, it was shown that students playing as electrodes and electrons (kinesthetic learning style) possess high understanding of the concept in the kinesthetic learning model.

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ANALISIS AKTIVITAS BELAJAR SISWA BERDASARKAN GAYA BELAJAR VISUAL AUDITORIAL KINESTETIK SISWA PADA PEMBELAJARAN BIOLOGI KELAS XI IPA MAN 1 MEDAN

Jurnal Pelita Pendidikan ◽

10.24114/jpp.v5i4.8870 ◽

2018 ◽

Vol 5 (4) ◽

Author(s):

Siti Riska Amina ◽

Zulkifli Simatupang

Keyword(s):

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Sampling Technique ◽

Learning Activities ◽

Auditory Learning ◽

Descriptive Research ◽

Kinesthetic Learning ◽

Motor Activities ◽

Survey Results

This research aims to determine students's learning activities based on visual, auditory and kinesthetic learning styles of students XI IPA class at MAN 1 Medan Academic Year 2015/2016. The Population of this research is 60 students in two of XI IPA classes and samples were determined by using purposive sampling technique in which the sample was 18 students. The type of this research is a descriptive research. As the research instrument with 36 item of learning style’s questionnaire and the observations are done two times by using learning activities observation sheets. The survey results revealed that students with visual learning style have the highest writing activities with a percentage of 51.1%, visual activities by 50% and motor activities with a percentage of 39.1%. Students with auditory learning style have a high listening activities with a percentage of 37.9% and oral activities with a percentage of 32.7%. Students with kinesthetic learning style have the highest oral activities with a percentage of 41.4%, and listening activities with a percentage of 39.9%.Keywords: biology learning activities, learning styles

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A Proposed Model for Detecting Learning Styles Based on Agent Learning

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v11i10.5781 ◽

2016 ◽

Vol 11 (10) ◽

pp. 65 ◽

Cited By ~ 2

Author(s):

M S Hasibuan ◽

L E Nugroho ◽

P I Santosa ◽

S S Kusumawardani

Keyword(s):

Learning Styles ◽

Learning Style ◽

Evaluation Model ◽

Learning System ◽

Learning Activities ◽

Instructional Materials ◽

Data Driven ◽

Automatic Learning ◽

Proposed Model ◽

Agent Learning

A learning style is an issue related to learners. In one way or the other, learning style could assist learners in their learning activities if students ignore their learning styles, it may influence their effort in understanding teaching materials. To overcome these problems, a model for reliable automatic learning style detection is needed. Currently, there are two approaches in detecting learning styles: data driven and literature based. Learners, especially those with changing learning styles, have difficulties in adopting these two approach since they are not adaptive, dynamic and responsive (ADR). To solve the above problems, a model using agent learning approach is proposes. Agent learning involves performing activities in four phases, i.e. initialization, learning, matching and, recommendations to decide the learning styles the students use. The proposed system will provide instructional materials that match the learning style that has been detected. The automatics detection process is performed by combining the data-driven and literature-based approaches. We propose an evaluation model agent learning system to ensure the model is working properly.

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THE EFFECT OF COOPERATIVE LEARNING MODELS TYPE GROUP INVESTIGATION AND KINESTHETIC STYLE LEARNING TO SCIENCE PHYSICS SKILL PROCESS ON STUDENTS

Jurnal Pendidikan Fisika ◽

10.22611/jpf.v3i2.3169 ◽

2014 ◽

Vol 3 (2) ◽

pp. 15 ◽

Cited By ~ 1

Author(s):

Sriutami Kholila Mora Siregar ◽

Nurdin Bukit

Keyword(s):

Learning Styles ◽

Learning Style ◽

Direct Instruction ◽

Physical Science ◽

Concept Maps ◽

Process Skills ◽

Cooperative Group ◽

Learning Models ◽

Science Process Skills ◽

Kinesthetic Learning

The purposes of the research are: to determine differences in the physics skills of students with learning model Cooperative Group Investigation using concept maps and Direct Instruction teaching model, to determine differences in the physical skills of students who have high Kinesthetic Learning Styles and Learning Styles low, to determine the interaction between Models of Learning and Kinesthetic Learning Styles toward physical process skills of students. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models Cooperative Group Investigation using Concept Maps as a class and the second class of controls implemented Direct Instruction model. The instrument used in this study is physics instrument science process skills in narrative form as many as 13 questions and instrument kinesthetic learning style questionnaire that has been declared valid and reliable. The results were found: there are differences in physical science process skills students are taught by Cooperative Group Investigation learning model using Concept Maps and Direct Instruction teaching model. There are differences in physical science process skills of students who have kinesthetic learning styles and students who have low kinesthetic learning style. Interaction between learning models Cooperative Group Investigation using Concept Maps and kinesthetic learning styles in influencing the physical science process skills of students.

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Analisis Analisis Berpikir Kritis Siswa SMP dalam Menyelesaikan Soal Pecahan ditinjau dari Gaya Belajar

KadikmA ◽

10.19184/kdma.v11i2.19806 ◽

2020 ◽

Vol 11 (2) ◽

pp. 50

Author(s):

Ayu Imamatul Muslimah

Keyword(s):

Critical Thinking ◽

Learning Styles ◽

Learning Style ◽

Junior High School ◽

Basic Skills ◽

Learning Abilities ◽

Auditory Learning ◽

Interview Method ◽

Kinesthetic Learning ◽

Thinking Processes

In learning activities, one of the efforts that can be done to improve students' learning abilities is to support learning styles that are following the objectives so that learning can be done effectively. This research was conducted at Junior High School 1 Kalisat, located at Jl. Diponegoro 52 Kalisat, Jember. This study aims to describe the students' critical thinking processes in solving fraction problems in terms of visual, auditory and kinesthetic learning styles. Data collection techniques used consisted of learning style questionnaires, critical thinking tests, and interview method. The subjects in this study were 6 students consisting of 2 students who represented visual, auditory, and kinesthetic learning styles. Based on data analysis, the results show that students with a visual and kinesthetic learning style meet five indicators of critical thinking, namely basic clarification, basic skills, concluding, further clarification, and strategies and tactics. Students with auditory learning styles meet the four indicators of critical thinking namely basic clarification, building basic skills, further clarification, and concluding. While students with auditory learning styles are less able to meet the indicators of strategies and tactics. Keywords: Critical Thinking, Learning Styles, Fraction Problems

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Reality and Diversity: Reform in the Architectural Design Studio

Open House International ◽

10.1108/ohi-02-2006-b0004 ◽

2006 ◽

Vol 31 (2) ◽

pp. 20-31

Author(s):

Jia Beisi

Keyword(s):

Learning Styles ◽

Learning Style ◽

Personal Experience ◽

Architectural Design ◽

Learning Activities ◽

Two Dimensional ◽

Learning Style Inventory ◽

Reflection In Action ◽

Architectural Design Studio ◽

And Performance

Habraken points out that the architectural studio failed to bring students to basic questions in the architecture of everyday environments. Till criticizes that in a studio, it is only the professional value represented by the teachers that prevails. To investigate the reasons of the allegation, this paper introduces a learning model defined by David A. Kolb, in which a learning process consists of two dimensional movements: i.e., prehension (concrete experiences vs. abstract conceptualization) and transformation (reflection and experiment). The paper then inquires into Schön's observation in the studio learning mode characterized as reflection-in-action. It is found that this studio is mainly dealing with the transformation dimension, and prehension dimension is either suppressed or represented by the teacher's experiences and conceptions. The paper discovers that the cause of problems raised by Habraken and Till is the inherent lack of substance in the prehension dimension. The paper assesses a studio programme in which the basic questions of built environment were systematically introduced. It analyzes the students' reactions and performance in line with students' learning styles found using Kolb's Learning Style Inventory (LSI). It suggests that the students' learning activities are more diversified than what Schön could perceive. There is a possibility to adapt students' personal experience and abstract conceptualization which may play into the studio. By enhancing diversity of learning styles rather than letting one's learning style (reflection-in-action) prevail, the studio may become a platform in which students may learn from each other.

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KOMUNIKASI MATEMATIKA BERDASARKAN TEORI VAN HIELE PADA MATA KULIAH GEOMETRI DITINJAU DARI GAYA BELAJAR MAHASISWA PROGRAM STUDI PENDIDIKAN MATEMATIKA

CENDEKIA Journal of Education and Teaching ◽

10.30957/cendekia.v9i2.37 ◽

2015 ◽

Vol 9 (2) ◽

pp. 159

Author(s):

Fajar Hendro Utomo ◽

Indah Setyo Wardhani ◽

Muhammad Abdul Roziq Asrori

Keyword(s):

Learning Styles ◽

Learning Style ◽

Auditory Learning ◽

Van Hiele ◽

Construct Definition ◽

Kinesthetic Learning ◽

Van Hiele Theory ◽

Level 3 ◽

Level 1 ◽

Level 2

This objective of this study is to describe competency of mathematic communication based on Van Hiele theory on geometry course viewed from visual and kinesthetic learning styles. The study was conducted in STKIP PGRI Tulungagung in November 2013 to August 2014, assigning 45 students as sample. The study revealed that: First, auditory learning style was achieved by: Level 1 = 0, Level 2 = 2, Level 3 = 9, Level 4 = 4, and Level 5 = 0, averaging at Level 3. This means that students do not understand when they construct definition, argument, role, formal deduction they worked; Second, kinesthetic learning style was achieved by: Level 1 = 0, Level 2 = 6, Level 3 = 10, Level 4 = 2, and Level 5 = 0, averaging at Level 3. This means that students do not understand on the work as done through auditory learning style.

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Gaya Belajar Mahasiswa Thailand di Universitas Islam Riau

GERAM ◽

10.25299/geram.2018.vol6(2).2051 ◽

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

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THE PROFILE OF STUDENTS' LEARNING STYLES AND THEIR EFFECTS ON GRADE POINT AVERAGE (GPA) ACHIEVEMENT

EDUTECH ◽

10.17509/edutech.v15i2.4069 ◽

2016 ◽

Vol 15 (2) ◽

pp. 188

Author(s):

Natalia Rosa Keliat

Keyword(s):

Learning Styles ◽

Grade Point Average ◽

Learning Style ◽

Biology Education ◽

Education Students ◽

Auditory Learning ◽

Grade Point ◽

Personal Learning ◽

Kinesthetic Learning ◽

One Way Anova

Abstract. Learning style is one of the important factors needed to absorb, store and process the new information. This research is a study to see the profile and percentage of studenst learning styles of SWCU Biology Education students and the influence of different learning styles on the GPA obtained. Researcher got the data of students’ learning styles by using questionnaire. The statistical procedures employed in this study were one-way ANOVA. The results showed that the largest percentage of learning styles that were used by the students of biology education were auditory learning styles by 32% and the VAK (Visual Auditory Kinesthetic) learning style was the least used by education students by 2%. The analysis of the percentage of learning styles showed that 72% of students with auditory learning styles reached a satisfactory category until magna cum laude, but the percentage of students that used VAK (Visual Auditory Kinesthetic ) learning styles only reached satisfying GPA level. Statistical test results in this study demonstrated that the use of learning styles did not give significantly different effect on the students’ GPA.Keywords: Personal Learning Styles, Grade Point Average Abstrak. Gaya belajar adalah salah satu faktor penting yang diperlukan untuk menyerap, menyimpan dan memproses informasi baru. Penelitian ini adalah suatu penelitian untuk melihat profil dan persentase gaya belajar mahasiswa pendidikan biologi UKSW serta pengaruh gaya belajar yang berbeda terhadap indeks prestasi kumulatif yang diperoleh. Peneliti mendapatkan data gaya belajar mahasiswa dengan menggunakan kuesoner (angket). Prosedur statistik yang digunakan dalam penelitian ini adalah one way ANOVA. Hasil penelitian menunjukkan bahwa persentase gaya belajar terbesar yang digunakan mahasiswa pendidikan biologi untuk belajar adalah gaya belajar auditorik sebanyak 32%, Persentase gaya belajar yang paling sedikit digunakan oleh mahasiswa pendidikan adalah gaya belajar VAK (Visual Auditorik Kinestetik) sebanyak 2%. Analisis persentase gaya belajar menunjukkan persentase mahasiswa pendidikan biologi dengan gaya belajar auditorik adalah yang terbanyak memiliki IPK yang termasuk dalam kategori memuaskan sampai magna cum laude sebesar 72%, namun ternyata persentase mahasiswa dengan gaya belajar VAK (Visual Auditorik Kinestetik) tidak mencapai IPK memuaskan, dan hanya mencapai level kurang. Hasil uji statistik dalam penelitian ini menunjukkan penggunaan gaya belajar tidak memberikan pengaruh yang berbeda secara signifikan terhadap indeks prestasi kumulatif mahasiswa.Kata Kunci : Gaya Belajar, Indeks Prestasi Kumulatif

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