Identification of Informatics Engineering Student Learning Styles in the Independent Learning Era

This study aims to analyze the characteristics of student learning styles based on visual, auditory and kinesthetic learning styles as well as the characteristics of learning styles based on the surrounding environment. The research method uses descriptive qualitative. The research sample was using a random technique so that the total sample was 43 students. The instrument of this research is a questionnaire with 3 indicators of visual, auditory and kinesthetic as well as how the role of the surrounding environment in determining student learning styles. Supporting instruments using interview techniques. The data analysis technique used descriptive statistics and qualitative descriptive analysis. Based on the results of the study, it is known that the identification of student characteristics on learning styles is seen from visual learning styles (28%), auditory (31%) and kinesthetic (41%). Characteristics of learning styles in the form of environmental identification based on student interaction are learning alone (23%), studying with others in a calm state (28%) and learning with others by doing something (49%). Identification of the environment based on outdoor learning places is 77% and the percentage of indoor learning is (23%). Based on the identification results, the majority have the habit and desire to learn outside the classroom in developing their competencies, this is in line with the heutagogy learning strategy, namely independent learning, developing their own learning strategies, developing theoretical and practical materials together with people or groups who can work together.

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The Influence of Stad Cooperative Strategies (Teaching AIDS and Multimedia Power Points) and Learning Style on Mathematics Learning Outcomes

Jurnal Pendidikan Matematika dan IPA ◽

10.26418/jpmipa.v12i1.43180 ◽

2021 ◽

Vol 12 (1) ◽

pp. 40

Author(s):

Meifi Sufanti ◽

Cecep Anwar Hadi Firdos Santosa

Keyword(s):

Learning Styles ◽

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Style ◽

Learning Strategy ◽

Mathematics Learning ◽

Kinesthetic Learning ◽

Teaching Aids ◽

Student Learning Styles

This study aims to determine the effect of STAD learning strategies assisted by teaching aids and multimedia assisted PowerPoint with auditory and kinesthetic learning styles on mathematics learning outcomes. Sampling was chosen randomly (random class). This type of research used quasi-experimental with a 2x2 factorial research design. The instruments use a test of learning outcomes in the form of multiple-choice questions and a questionnaire for student learning styles. Data were analyzed using two-way ANOVA and multiple comparison tests. Based on the data analysis, it is concluded that: (1) there are differences in the mathematics learning outcomes of students in classes who receive STAD learning assisted by teaching aids between STAD learning assisted by multimedia PowerPoint (2) there are differences in learning outcomes between students with auditory and kinesthetic learning styles students with audio learning styles, student mathematics learning outcomes are not higher when taught with STAD learning assisted by PowerPoint multimedia compared to STAD learning assisted by teaching aids (4) For students with kinesthetic learning styles student mathematics learning outcomes are higher when taught with STAD learning assisted by teaching aid, compared to PowerPoint multimedia-assisted STAD learning and (5) there is an interaction between STAD learning strategies and auditory and kinesthetic learning styles. Therefore, it is concluded that with there is an interaction between learning strategies and learning styles, student learning outcomes are not only influenced by learning strategies. In this case, the STAD learning strategy assisted with teaching aids and STAD assisted with multimedia PowerPoint is not the only factor in making students understand mathematical concepts but must be based on learning styles. For auditory student learning styles, the appropriate learning strategy is to use STAD assisted by Power Point multimedia, while for students who have a kinesthetic learning style using STAD assisted by teaching aids.

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Effectiveness of Modeling Learning Strategies to improve Student Learning Outcomes

Budapest International Research and Critics Institute (BIRCI-Journal) Humanities and Social Sciences ◽

10.33258/birci.v4i1.1694 ◽

2021 ◽

Vol 4 (1) ◽

pp. 926-936

Author(s):

Emilda Sulasmi

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Process ◽

Learning Strategy ◽

Descriptive Analysis ◽

Student Learning Outcomes ◽

Analysis Model ◽

Study Approach ◽

Improving Student Learning

This study aims to analyze the learning process at SMP Negeri 14 Medan. This research uses qualitative research, with a case study approach of SMP Negeri 14 Medan. Data collection techniques used in this study were observation, interviews, focus group discussions and documentation and then analyzed descriptively with descriptive analysis model. The results obtained are that the modeling learning strategy has a good impact on improving student learning outcomes, by making several figures into models who practice certain materials in the learning process, so that learning to dance starts from opening, core activities to closing. The conclusion of this research is that the modeling learning strategy designed by SMP Negeri 14 Medan, the modeling learning strategy takes into account the interests of students, the learning outcomes taught with modeling learning strategies are higher than those taught with conventional learning strategies.

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Learning Styles: Impact on Knowledge and Confidence in Nursing Students in Simulation and Classroom

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2015-0052 ◽

2016 ◽

Vol 13 (1) ◽

pp. 63-73 ◽

Cited By ~ 3

Author(s):

Jane D. Brannan ◽

Anne White ◽

Janice Long

Keyword(s):

Nursing Students ◽

Learning Styles ◽

Student Learning ◽

Learning Strategies ◽

Nursing Student ◽

Nursing Practice ◽

Visual Sensing ◽

Index Of Learning Styles ◽

Context Of Learning ◽

Student Learning Styles

AbstractNurse Educators must develop nursing curriculum with engaging learning strategies that promote the knowledge and confidence needed for safe, effective nursing practice. Faculty should explore new methods of teaching that consider how students learn. Studies have shown mixed results regarding student learning styles, academic achievement, and development of confidence in nursing practice. An experimental study using Felder and Soloman’s (2004). Index of learning styles instrument was conducted to examine nursing student learning styles and their impact on confidence and knowledge in traditional and high fidelity simulation settings. Findings revealed students were more likely to have active, visual, sensing, and sequential learning styles. Student confidence or knowledge did not significantly differ among the learning styles in either simulation or traditional classroom methods. Awareness of learning styles may aid faculty in adapting engaging teaching strategies. Further research is needed with larger samples to identify best approaches to enhance student learning within the context of learning styles.

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Students' Mathematical Connection Skills Reviewed From Learning Styles

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v10i1.5474 ◽

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.

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

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v4i5.8081 ◽

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.

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Assessing the Impact of Instructional Methods and Information Technology on Student Learning Styles

10.28945/2803 ◽

2004 ◽

Cited By ~ 1

Author(s):

Poonam Kumar ◽

Anil Kumar ◽

Karl Smart

Keyword(s):

Information Technology ◽

Learning Styles ◽

Student Learning ◽

Instructional Methods ◽

Independent Learning ◽

College Level ◽

Factors Affecting ◽

Instructional Processes ◽

The Impact ◽

Student Learning Styles

In an era of increased accountability in assessing student learning outcomes, greater emphasis has been focused on factors that influence student learning. In this paper we examine the impact of instructional methods and information technology on student learning styles, all critical factors affecting student learning. A research framework that suggests the relationship of instructional processes and information technology to learning styles is proposed. Using the framework, pre-and post-tests based on the Grasha-Riechmann Student Learning Styles Scales were used to assess changes in student learning styles over the course of a semester in three college-level courses. Through specific instructional intervention coupled with collaborative projects and the use of course-management software, the results of the assessments showed a significant increase in students’ Collaborative, Participant, and Independent learning styles over the course of the semester. Implications for practice and additional research are suggested.

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PENGARUH GAYA BELAJAR DAN STRATEGI PEMBELAJARAN TERHADAP HASIL BELAJAR AL-QUR’AN MAHASISWA UIN MAULANA MALIK IBRAHIM MALANG

J-PAI Jurnal Pendidikan Agama Islam ◽

10.18860/jpai.v4i2.5405 ◽

2018 ◽

Vol 4 (2) ◽

Author(s):

I’anatut Thoifah

Keyword(s):

Learning Styles ◽

Learning Strategies ◽

Learning Style ◽

Learning Strategy ◽

Independent Learning ◽

Control Groups ◽

Field Independent ◽

Field Dependent ◽

Dependent Learning ◽

And Control

This study aims to investigate the interaction of learning style and learning strategies towards the result of learning Al Qur’an among freshmen of Ma’had al-Jami’ah UIN Maulana Malik Ibrahim Malang. A quantitative method with 2x2 factorial design was used in this study. The samples of this study were 40 students of UIN Maulana Malik Ibrahim Malang who were selected by using random purposive technique sampling. They were classified into two groups; experimental and control groups. In the process of analysis, the students’ score of learning Quran in terms of tajwid were correlated with the grouped students based on their learning style and learning strategies. The result of this study showed that there was a different result of learning Quran between the students with field independent learning style and field dependent learning style. Besides, there was also a different result of learning Quran between the students with musical and conventional learning strategy. However, there was no interaction between learning style and learning strategies towards the students’ result of learning Qur’an.Keywords: learning styles, learning strategies, and the results of the Study

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PENGARUH STRATEGI PEMBELAJARAN LEARNING CYCLE DAN GAYA BELAJAR TERHADAP HASIL BELAJAR SEJARAH KEBUDAYAAN ISLAM SISWA MADRASAH DINIYAH TAKMILIYAH AWALIYAH UBUDIYAH KOTA PEMATANG SIANTAR

ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam ◽

10.30821/ansiru.v3i1.5489 ◽

2019 ◽

Vol 3 (1) ◽

pp. 165

Author(s):

Muhammad Rusli

Keyword(s):

Learning Styles ◽

Student Learning ◽

Learning Outcomes ◽

Cultural History ◽

Learning Strategies ◽

Visual Learning ◽

Student Learning Outcomes ◽

Learning Cycle ◽

Islamic Culture ◽

Culture History

The purpose of this study was to find out: (1) differences in learning outcomes of Islamic Culture History of students taught with learnig cycle learning strategies with students taught with expository learning strategies, (2) differences in learning outcomes of Islamic Culture History of students who have visual learning styles, auditory and kinesthetic, and (3) the effect of learning cycle learning strategies and student learning styles on the results of learning Islamic Cultural History. The method of this research is quasi-experimental with the population of this study are fourth grade students (four) Madrasah Diniyah Takmiliyah Awaliyah Ubudiyyah 2018/2019 school year consisting of 2 (two) classes. The sample selected cluster random sampling technique in terms of the class with the learning cycle learning strategy is class IV1 with 31 students, while students taught with expository strategies are students of class IV2 with 34 students. The instruments of data collection are questionnaires and test results. Technique by analysis of variance (Anova) at = 0.05. The results of this study are: (1) student learning outcomes taught with learning cycle learning strategies ( X = 33.22) higher than student learning outcomes taught with expository learning strategies ( X = 27.94), with Fcount = 89.49 > Ftable = 3.988, (2) student learning outcomes with visual learning styles ( X = 34.26) are higher than student learning outcomes with kinesthetic learning styles ( X = 28.38) and auditory learning styles (( X = 27.69), with Fcount = 62.49 > Ftable = 3.988, and (3) there is an interaction between learning strategies and learning styles towards learning outcomes with statistical calculations known Fcount = 47.06 > Ftable = 3.988.

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

Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya ◽

10.33503/paradigma.v25i2.504 ◽

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.

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

ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam ◽

10.30821/ansiru.v3i2.5847 ◽

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

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

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