scholarly journals Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning

2018 ◽  
Vol 9 (1) ◽  
pp. 137-148
Author(s):  
Ariel Ora ◽  
Roland Sahatcija ◽  
Anxhela Ferhataj
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching Method ◽  
Pearson Correlation ◽  
Visual Learning ◽  
Hybrid Learning ◽  
Statistical Correlation ◽  
The Impact

AbstractLearning style is a crucial element in the academic life of students. It plays a fundamental role in the selection of a suitable teaching method of instruction. The aim of this research paper is the study of the perception of the hybrid learning and students’ learning style. In addition, another objective of the study is to analyze the perception of the hybrid learning in accordance with the learning style. This paper employs quantitative research and the descriptive and comparative methods. The study sample consists of 89 Albanian university students. Data analysis was conducted through SPSS 20 and JASP-0.8.1.2. The statistical analyses utilized in this paper are distribution tables, crossed tabulation, student test, Pearson correlation coefficient, Bayesian Independent Samples T-Test, and One - Way ANOVA. The conclusion of the data analysis shows that most students used the visual learning style in order to study. Students have a positive perception of the hybrid learning. There exists an insignificant statistical correlation between learning styles and the perception of the hybrid learning. The area of study has an impact on the components of the hybrid learning.

THE EFFECT BETWEEN COOPERATIVE LERANING AND LEARNING STYLE OF THE GERMANY WRITTING OUTCOM

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 172
Author(s):  
Fauzan Adhima
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Styles ◽  
Factorial Design ◽  
Learning Style ◽  
Interaction Effect ◽  
Empirical Data ◽  
Visual Learning ◽  
Design Data ◽  
Auditory Learning

<p><em>The aim of the study is to reveal the empirical data about the effect of cooperative learning and learning styles on the outcome of germany writting of SMA Negeri 42 Jakarta. The methodology used is the experimental method with a 2x2 factorial design. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1)   The teaching cooperative leraning type STAD was higher than students who take cooperative leraning type Pair Cheks teaching. 2) The visual learning style was higher than students who have auditory learning style. 3) The students who take the teaching  cooperative leraning type Pair Cheks and have a visual learning style higher than students who take cooperative leraning type STAD and have a visual learning style . 4) The cooperative leraning type STAD and auditory learning style is higher than  cooperative leraning type Pair Cheks and have auditory learning styles. 5) The teaching cooperative leraning type STAD and have a auditory learning style was higher than the teaching cooperative leraning type STAD and have visual learning styles. 6) The cooperative leraning type Pair Cheks and have a visual learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 7) There is an interaction effect between  cooperative leraning  and learning style of the germany writting outcome.</em></p><p><em><br /></em></p><p> </p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p>

scholarly journals PENGARUH CARA MENGAJAR GURU TERHADAP HASIL PRESTASI SISWA

JENTRE ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 19-23
Author(s):  
Niar Yuniarti
Keyword(s):  
Learning Styles ◽  
Teacher Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching Style ◽  
Visual Learning ◽  
Secondary Data ◽  
Research Subject ◽  
Learning Achievement

The research departs from the belief that in addition to the teacher style in teaching the students, the teacher's learning style also affects the learning achievement students have gained. This research uses quantitative research. The research subject is 30 teachers of Madrasa in the Ministry of Religious Affairs who have followed a training. To support the research, questionnaire, interview, and observation were used as primary and secondary data. The results conclude that the teacher's learning style is much more visually compared to other styles of learning, the visual learning style focuses on vision. It shows that teacher learning styles have no correlation with the teacher's teaching style. In verificative analysis also gained the teacher's teaching style is lower to the student's learning outcomes.

scholarly journals Identifying Students' Learning Styles on Reading Comprehension Achievement

2019 ◽  
Vol 7 (1) ◽  
pp. 49
Author(s):  
Handayani Setiowati
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Visual Learning ◽  
Comprehension Test ◽  
The Mean ◽  
Comprehension Tests ◽  
Percentage Correct

This study aims to identify the effect of type of students’learning styles in reading comprehension achievement. The design of the research was a descriptive quantitative research that used a case study design. A total of 20 students of reading class on the second semester of IAIN Metro was sample of this research. In collecting the data, the researcher used questionnaire of learning style and reading comprehension test. In the analysis of data, the writer classified the categorization of learning style from the questionnaire and the scores of reading comprehension tests. Then, the result was analyzed by comparing the mean score in test manually using by percentage correct. The finding of the research the students have three types of learning style, they are visual (45%), auditory (30%), and kinesthetic (25%), in which visual is the most dominant. whereas the result of reading comprehension test, the mean score of visual is 79.2, auditory is 70.8, and kinesthetic is 65. In conclusion, It showed that the students of reading class on second semester of IAIN Metro used three types of learning style, but visual learning style is the most dominant learning style the students have.

scholarly journals ANALISIS MOTIVASI DAN GAYA BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA DI KELAS IV SDS AMALIA MEDAN

2019 ◽  
Author(s):  
Tri Astari
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Qualitative Descriptive ◽  
High Motivation ◽  
Motivation And Learning ◽  
Very High

Jurnal Ilmu Pendidikan Guru dan Sosial (JIPGUSOS) STKIP Citra Bangsa Aceh Utara Volume 1, No. 1, Maret 2018. This study aims to analyze the motivation and learning styles to the results of learning the mathematics of IV students SDS Amalia Medan. This type of research is a qualitative descriptive. The population and sample of this research are 23 students of class IV. Data analysis comes from observation, observation, and questionnaire. The result of motivation analysis obtained very high motivation percentage 13,04% (3 person), high 56,52% (13 persons), low 21,74% (5 person), and very low 8,70% (2 person). Many students completed KKM with very high motivation as much as 2 people, high as many as 13 people, and low as much as 1 person. The result of learning style analysis was 15 students (65,22%) with visual learning style, 5 students (21,74%) had an auditory learning style, and 3 students (13,04%) with kinesthetic learning style. Many students who complete the learning outcomes (beyond the limit of KKM 70) by using semester exam questions as the test is 12 visual persons (52.17%), 3 auditory (13.04%) and 1 kinesthetic (4.35%). Based on the results of data analysis, the motivation and learning style influence the learning outcomes of mathematics.

scholarly journals The Intervention of Using Reciprocal Teaching Technique and Learning Styles on Students’ Reading Comprehension

AL-TA LIM ◽  
2018 ◽  
Vol 25 (3) ◽  
pp. 216-223
Author(s):  
Siti Habibah Egiyantinah ◽  
Alek Alek ◽  
Fahriany Fahriany ◽  
Ismail Suardi Wekke
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Junior High School ◽  
Teaching Method ◽  
Visual Learning ◽  
School Level ◽  
Reciprocal Teaching ◽  
High School Level ◽  
Teaching Technique

Reading is one of language skills that should be acquired by the students who learn English course in junior high school level. In learning a foreign language, students face many problems, especially in comprehending reading text. In reading process, the students have to understand the meaning of the text through their learning styles and combining their background knowledge, experiences, and situation with the information which is stated on the text. This article was to investigate the empirical evidence on the effect of Reciprocal Teaching Technique (RTT) Technique and learning styles on Students’ Reading Comprehension. The research was quantitative method and applied quasi-experimental design.  Sample of the research were chosen though simple random sampling technique. Data collecting technique of this research were pre-test and post-test. The data were analyzed by two-ways ANOVA. The findings of the recent study are: (1) there was an effect between teaching method and students’ learning styles on students’ reading comprehension, and (2) there were differences effect of students’ reading comprehension between students who own visual learning style in RTT group and those who own auditory learning style in class. It can be summed up that teaching through applying RRT technique which being supported by learning styles (visual and auditory) are to develop the students’ reading comprehension.

scholarly journals An Analysis of Students’ Learning Styles on Microbiology Lectures in the New Normal Era

2021 ◽  
Vol 2 (7) ◽  
pp. 1249-1255
Author(s):  
Roberi Sepda Fian Sinaga ◽  
Hasruddin Hasruddin ◽  
Fauziyah Harahap
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Random Sampling ◽  
Quantitative Data ◽  
Visual Learning ◽  
Sampling Technique ◽  
New Normal ◽  
The Third ◽  
Analysis Technique

The aim of this study was to analyze the learning styles on microbiology lectures for students in the new normal era. This study was a non-experimental with quantitative data. The population were all the third semester students majoring in Biology, Universitas Negeri Medan who studied microbiology consisting of 6 classes totaling 180 people. The sample consisted of 3 classes of 60 people who were taken randomly using random sampling technique. The data analysis technique was carried out using inferential statistics. The results showed that students’ visual learning style obtained 71%, audio learning style obtained 64% in the good category and kinesthetic learning style obtained 63% were all in the good category. Of the three learning styles, the highest percentage was found in the visual learning style.

Modeling Learners in Educational Games: Relationship Between Playing and Learning Styles

2018 ◽  
Vol 49 (6) ◽  
pp. 675-699 ◽  
Author(s):  
Nabila Hamdaoui ◽  
Mohammed Khalidi Idrissi ◽  
Samir Bennani
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Educational Games ◽  
Statistical Correlation ◽  
Educational Game ◽  
School Students ◽  
Chi Square ◽  
Exact Test

Background: Video games are very well known for their intrinsic adaptivity; as they adapt the gameplay to the player’s preferences and rhythm. In addition to adapting the gameplay, educational games should also adapt the learning content to match the learner’s competencies, preferences, playing and learning styles. Determining the playing style in an educational game is made possible by collecting certain metrics and information susceptible of monitoring the player’s interactions in the game. However, it is still a challenge to assess the learner’s learning style. Aim: This study examines the correlation between learning and playing styles. It has been acknowledged that both playing and learning styles are related to personality. After examining the personality traits of each style of both Kolb’s learning styles and Bartle’s playing styles, it was hypothesized that there would be a correlation between the two. In that purpose, a quantitative research was conducted to explore the relationship between the two taxonomies. Method: One hundred high school students majoring in science in Morocco have completed Kolb’s learning style inventory (version 3.1) as well as the Bartle test questionnaire developed by Andreasen and Downey. The statistical correlation between the two taxonomies was investigated using cross-tabulation, Chi-square/Fisher’s exact test and Pearson coefficient. Results: Results revealed a relevant interdependency between Kolb’s learning styles and Bartle’s playing styles. The ‘convergent’ type was found to correlate with Bartle’s explorer type; the majority of assimilators adopt the killer type in a game; accomodators tend to be achievers and divergers prefer to be socializers. In terms of learning styles, it was noticed that the majority of participants adopted the converging and the assimilating learning styles; which is in line with what it is indicated in Kolb’s inventory. Results have also shown that learning and playing styles are gender independent. It was concluded that the learning style can be predicted, based on the playing style.

Pengaruh Gaya Belajar dan Sikap Siswa pada Pelajaran Matematika Terhadap Kemampuan Berpikir Kritis Matematika

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Abdul Karim
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Junior High School ◽  
Visual Learning ◽  
Negative Attitude ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Impact

<p>The general objective of this research is to find and analyze empirically about <br />the critical thinking skills of students towards mathematics courses in terms of students' learning styles and attitudes. Research carried out by the method exposes affordable facto population Junior High School eighth grade students Sukmajaya Depok District of the academic year 2013/2014 as much as 320 students. Large sample of 78 students, with Samling technique used simple random sampling. The results of hypothesis testing is concluded as follows: (1) critical thinking skills of mathematics students who have a kinesthetic learning style (?B3 = 68.69) was higher than the average of critical thinking skills of students who have a visual learning style (?B1 = 62.38) and auditory (?B2 = <br />67.08). (2) critical thinking skills of students who have a positive attitude in math (?A1 = 68.62) was higher than the mean of the critical thinking skills of students who have a negative attitude on the math (?A2 = 63.49). (3) There is no interaction between students' learning styles and attitudes in mathematics on the ability to think critically. Students as individuals have all three learning styles are mutually supportive even though there is a tendency in one type, therefore, students are expected to combine all three learning styles <br />so that the impact will improve critical thinking skills. </p>

scholarly journals Examining the Relationship between E-Learning Styles and Achievement in English among Moroccan University Students

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Azize EL Ghouati
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Quantitative Research ◽  
Visual Learning ◽  
Auditory Learning ◽  
Language Tests ◽  
E Learning ◽  
English Achievement ◽  
Learning Style Preference

The aim of the study is fourfold: to examine the nature of relationship between visual learning syle (VLS), auditory learning style (ALS), kinesthetic learning style (KLS), and read/write learning style (R/WLS) and students’ English achievement (EA) in technology-based learning environment among Moroccan university students. The present study adopts a quantitative research design. Therefore, the main instruments are questionnaires, and English achievement tests. Both the questionnaires and language tests are analyzed and interpreted quantitatively. The reliability of the questionnaire sections and scales as well as tests constructs matches the criterion for acceptable internal consistencies (α=70). The statistical tools used in order to help analyze and interpret data include descriptive and inferential statistics which make use of frequencies, percentage, and Correlation tests. Following what has been hypothesized; the test results do not support the four research hypotheses claiming there is no statistically significant relationship between the VLS, ALS, KLS, and R/WLS and students’ level of EA. The findings of the present study highlight some implications to improve students’ achievement in English with the help of e-learning style preference.

PENGARUH GAYA BELAJAR MAHASISWA TERHADAP HASIL BELAJAR PADA MATAKULIAH TEORI EKONOMI MIKRO JURUSAN PIPS UIN MAULANA MALIK IBRAHUM MALANG

2017 ◽  
Vol 3 (2) ◽  
pp. 139
Author(s):  
Luthfiya Fathi Pusposari
Keyword(s):  
Social Sciences ◽  
Data Analysis ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Quantitative Research ◽  
Student Learning Outcomes ◽  
Microeconomic Theory ◽  
Positive Effect

<p>Microeconomic theory course is compulsory subjects that must be taken a student of Social Sciences Education in UIN Maulana Malik Ibrahim Malang. Field conditions, it was found that students who prefer other subjects contained in Social Sciences such as sociology, geography and history than economic subjects, it is condition makes the results need to be improved. Many factors determine the learning outcomes of students, one of which is a learning style that is used. The purpose of this study is describe the influence of learning styles on student learning outcomes at the course of microeconomic theory in PIPS UIN Maulana Malik Ibrahim Malang, while the type of research is quantitative research with data analysis using multiple linear regression. The results showed the influence of the learning styles of students in the course of microeconomic theory to the learning outcomes, partially and simultaneously there is a positive effect but not significant, so the study received Ho. This is possible because the students know learning style but is not accompanied by quantity and the quality of learning, and the views from there are as many models of determination values above 75% are influenced by other variables.</p><p> </p><p><strong>Keywords</strong>: learning styles, microeconomic theory and learning outcomes</p>

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