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 Kemampuan literasi matematika siswa SMP ditinjau dari gaya belajar

2017 ◽  
Vol 10 (2) ◽  
pp. 222-240
Author(s):  
Muhammad Syawahid ◽  
Susilahudin Putrawangsa
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Mathematical Literacy ◽  
Wrong Answer ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Mathematics Literacy ◽  
Level 3 ◽  
Math Literacy

[Bahasa]: Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kemampuan literasi matematika siswa ditinjau dari gaya belajar. Penelitian ini dilaksanakan di SMPN 1 Mataram kelas VII. Subjek dalam penelitian ini adalah 3 siswa dari 82 siswa kelas VIIIA dan VIIIB yang masing-masing memiliki gaya belajar auditori, visual dan kinestetis. Penelitian ini menggunakan pendekatan kualitatif. Instrumen yang digunakan yaitu angket gaya belajar dan tes kemampuan literasi matematika. Data dianalisis secara deskriptif untuk menggambarkan hasil tes literasi matematika siswa. Hasil penelitian menunjukkan bahwa: 1) Siswa dengan gaya belajar auditori memiliki kemampuan literasi matematika level 4, yang ditunjukkan dengan kemampuan mereka dalam menyelesaikan soal literasi matematika level 4 (soal nomor 1 dan 2) meskipun mereka kesulitan dalam menyelesaikan soal literasi matematika dengan level 3 (soal nomor 3 dan 4). 2) Siswa dengan gaya belajar visual memiliki kemampuan literasi matematika level 3 yang ditunjukkan dengan kemampuan mereka dalam menyelesaikan soal literasi matematika level 3 (soal nomor 3 dan 4) dan tidak mampu menyelesaikan soal literasi matematika level 4 (soal nomor 1 dan 2). 3) Siswa dengan gaya belajar kinestetis memiliki kemampuan literasi matematika level 4 yang ditunjukkan dengan kemampuan mereka dalam menyelesaikan soal literasi matematika level 4 (soal nomor 1) dan level 3 (soal nomor 3 dan 4). Pada soal nomor 2 (level 4) siswa dengan gaya belajar kinestetis kurang teliti sehingga jawaban yang dihasilkan salah.  Kata kunci: Literasi Matematika; Gaya Belajar; Auditori; Visual; Kinestetis [English]: This research aims to describe and analyze student’s mathematic literacy referring to learning style. This research was conducted at SMPN 1 Mataram for VIII class. The subjects are 3 students from 82 students of class VIIIA dan VIIIB who respectively have auditory, visual and kinesthetic learning style. The method used in this research is qualitative. Instruments used in this research are a questionnaire of learning style and tests of mathematical literacy. Data analysis was conducted descriptively to portray students’ mathematics literacy referring to learning styles. This research shows that: 1) The students with auditory learning style are in the 4th level of mathematical literacy, it is indicated by their ability in solving 4th level math literacy problem (question 1 and 2) although they have difficulties in solving 3th level math literacy problem (questions 3 and 4). 2) The students with visual learning styles are in 3rd level of mathematical literacy indicated by their ability to solve 3rd level math literacy problems (questions 3 and 4) and can’t solve the 4th level math literacy problem (questions 1 and 2). 3) The students with kinesthetic learning styles have 4th level of mathematical literacy shown by their ability to solve 4th level of math literacy problems (question 1) and 3rd  level (question 3 and 4). They are less accurate in solving question 2 (4th level) so as they have wrong answer.  Keywords: Mathematics Literacy; Learning Style; Auditory; Visual; Kinesthetic

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR SISWA TERHADAP HASIL BELAJAR MATEMATIKA SISWA

2018 ◽  
Vol 11 (1) ◽  
pp. 86
Author(s):  
Winner Macson Pandiangan ◽  
Sahat Siagian ◽  
Harun Sitompul
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Homogeneous Population ◽  
Kinesthetic Learning ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) perbedaan hasil belajar Matematika antara siswa yang dibelajarkan dengan menggunakan Strategi TGT dan Strategi Ekspositori, (2) mengetahui perbedaan hasil belajar siswa yang memiliki Gaya Belajar Kinestetik dan Gaya Berpikir Visual (3) interaksi antara penggunaan Strategi pembelajaran dan Gaya belajar dalam mempengaruhi hasil belajar Matematika siswa. Populasi penelitian ini adalah siswa kelas XI SMK Pharmaca Medan sebanyak 3 kelas dengan jumlah 122 orang. Teknik penarikan sampel dilakukan dengan cluster random sampling. Metode penelitian menggunakan metode quasi eksperimen dengan disain penelitian faktorial 2x2, sedangkan teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi a = 0.05. Syarat ANAVA adalah data berdistribusi normal dengan Lilifors dan data harus memiliki varians populasi homogen dengan uji Bartlett dan uji Fisher. Hasil penelitian diperoleh: (1) hasil belajar Matematika siswa yang dibelajarkan dengan menggunakan Strategi Pembelajaran TGT lebih tinggi dibandingkan dengan menggunakan Strategi Ekspositori, (2) hasil belajar Matematika siswa yang memiliki Gaya belajar Kinestetik lebih tinggi dibandingkan dengan Gaya belajar Visual dan (3) terdapat interaksi antara penggunaan Strategi pembelajaran dengan Gaya belajar dalam mempengaruhi hasil belajar Matematika.  Kata Kunci: strategi pembelajaran, gaya belajar, hasil belajar matematika Abstract: This study aims to determine: (1) differences in mathematics learning outcomes between students who are taught using the TGT Strategy and Expository Strategy, (2) knowing the differences in learning outcomes of students who have Kinesthetic Learning Styles and Visual Thinking Styles (3) interactions between uses Learning strategies and learning styles in influencing students' mathematics learning outcomes. The population of this study were 3 class students of Pharmaca Medan Vocational High School as many as 3 classes with a total of 122 people. The sampling technique was carried out by cluster random sampling. The research method uses a quasi-experimental method with 2x2 factorial research design, while the data analysis technique uses two-way ANOVA at a significance level a = 0.05. ANOVA requirements are normally distributed data with Lilifors and data must have homogeneous population variance with the Bartlett test and Fisher's test. The results of the study were obtained: (1) the students 'mathematics learning outcomes that were learned using the TGT Learning Strategy were higher than using the Expository Strategy, (2) the students' mathematics learning outcomes who had a Kinesthetic Learning Style were higher than the Visual learning styles and (3) there were interaction between the use of learning strategies and learning styles in influencing mathematics learning outcomes. Keywords: learning strategies, learning styles, mathematics learning outcomes

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.

scholarly journals PROSES BERPIKIR KRITIS SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA REALISTIK MATERI GEOMETRI DITINJAU DARI GAYA BELAJAR

2020 ◽  
Vol 3 (2) ◽  
pp. 51-60
Author(s):  
Finsensius Yesekiel Naja ◽  
Agustina Mei ◽  
Sofia Sa'o
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Research Subjects ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Mathematical Problems ◽  
The Subject ◽  
Thinking Processes

The purpose of this study is to describe the profile of students' critical thinking in solving realistic mathematical problems of geometry material in terms of learning styles. This research is a descriptive study with a qualitative approach. Critical thinking in this study refers to critical thinking with FRISCO criteria. In this study, subjects were taken from students of class VII SMP N 2 Ende Selatan. Each student's research subjects have visual, auditory, and kinesthetic learning styles. Data collection is done by providing a Problem Solving Test (TPM) and an interview. The results obtained, subjects who have a visual learning style, critical thinking processes in solving realistic mathematical problems, able to understand problems, the subject has not been able to determine ways to solve problems, the subject has not been able to carry out the settlement and the subject does not re-examine. Subjects who have auditory learning styles, critical thinking profiles in solving realistic mathematical problems are able to understand problems, but the subject does not re-examine. Subjects who have kinesthetic learning styles of critical thinking processes in solving realistic mathematical problems are able to understand problems, are able to plan problems, subjects can carry out well and check the results.

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.

STUDENT’S LEARNING STYLES IN LEARNING READING COMPREHENSION

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Sinta sasmita And Siti Aisah Ginting
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Descriptive Research ◽  
Kinesthetic Learning ◽  
Tenth Grade ◽  
The Subject ◽  
Auditory Learners

This study is about student’s learning styles in learning reading comprehension. The design of this research was descriptive research. The data were collected by using questionnaires and observation sheet. The subject of the study are the XI AP 2 of SMK Swasta Harapan Stabat and the object of the study are the students learning styles in learning reading comprehension. The data were analyzed by using Fleming theory. The purpose of conducting this research was find out whether the most dominant learning style in reading comprehension and to find out what are the types of student’s learning styles which has higher achievement in reading comprehension of XI grade in SMK Swasta Harapan Stabat in academic 2016/2017. There were 32 students as the subject of this research. In this case, the researcher collected the data by using learning style questionnaire and observation. The result showed that auditory learning style is the most dominant learning style at the tenth grade students at SMK Swasta Harapan Stabat, the percentage was 71,87%, it means 23 from 32 students prefer to hear than read and move. The second was kinesthetic learning style, the score, 21,88%, means that only 7 students prefer to move. Then, visual learning style, score 6,25%, means that 2 from 32 students prefer to read. For the fastest student’s in reading comprehension came from auditory students or auditory learners. They get score 69,56% followed kinesthetic 21,74%, and visual 8,70%.

scholarly journals Effect of Problem Based Learning (PBL) Learning Strategies and Student Learning Styles on PKn Learning Outcomes of Grade V Students of Elementary School Experimental District of Kota Medan

2020 ◽  
Vol 3 (1) ◽  
pp. 404-410
Author(s):  
Ramiyah Ramiyah ◽  
Reh Bungana Beru Perangin Angin ◽  
Yusnadi Yusnadi
Keyword(s):  
Elementary School ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Citizenship Education ◽  
Visual Learning ◽  
Mean Difference ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Significant Difference

The problem in this study is the low learning achievement of Pancasila and Citizenship Education. The purpose of this study was to determine the effect of learning styles on the Learning Outcomes of Pancasila and Citizenship Education. The type of research used is a 2x2 factorial design study. The population of this study amounted to 60 students and the sample was taken as a whole from the total population of 60 people consisting of 30 from class Va and 30 from class Vb Elementary School Experiment in Medan. Data collection techniques using questionnaires (questionnaires) and tests. Data analysis techniques used product moment correlation and Statistical Product and Service Solutions (SPSS) programs. The results obtained indicate that the value of students who have a visual learning style has a difference with students who have auditory learning styles with a sig value of 0.000 and a mean difference of 4.5756. Between students who have a visual learning style, have a significant difference with students who have kinesthetic learning styles, with a sig value of 0.002 and a mean difference of 4.4940. Between students who have auditory learning styles did not have a significant difference with students who have kinesthetic learning styles, with a sig value of 0.998 and a mean difference of only 0.815. The results showed that there was a significant effect between learning styles on the learning outcomes of Pancasila and Citizenship Education in the fifth grade students of SD Negeri Experiment City Medan

scholarly journals Eksperimentasi Model Pembelajaran STAD Berbantuan Geogebra pada Materi Similaritas Ditinjau dari Gaya Belajar

2017 ◽  
pp. 1
Author(s):  
Wawan Wawan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Method ◽  
Learning Achievement ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Achievement In Mathematics

The objective of this research was to investigate the effect of Learning model of STAD geogebra viewed from learning style. This research used the quasi experimental research method with the factorial design of 2 × 3. The population was entirely the students 4thof Mathematics Education Program Ma’arif Institute of Metro Lampung in Academic Year 2015/2016. The samples of the research were taken by using the cluster random sampling technique. The size of the sample was 50 students consisted of 26 students in the first experimental class and 24 students in the control class. The instruments to gather the data of the research were test of learning achievement in mathematics and student learning styles questionnaire. The data was analyzed by using the two-way analysis of variance with unbalanced cells. The conclusionsof thisresearchwere as follows. (1) The cooperative learning model of STAD Geogebra type resulted in a better learning achievement in mathematics than the Powerpoint-assisted direct learning model. (2) Students with visual learning style have the same achievement with students with auditory learning styles. Students with auditory learning style have the same achievement with students with kinesthetic learning styles. Students with visual learning styles have a better academic achievement than students with kinesthetic learning styles. (3) Difference in achievement of each learning method was not consistent with their respective learning styles and differences between individual learning style also was not consistent in each learning method Keywords: geogebra, power point, STAD

Deskripsi Kemampuan Berikir Kritis Matematis dan Kemandirian Belajar Siswa Ditinjau dari Gaya Belajar

2020 ◽  
Vol 5 (2) ◽  
pp. 40
Author(s):  
Cici Mursari
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Learner Autonomy ◽  
Learning Resources ◽  
Auditory Learning ◽  
Problem Solving Skills ◽  
Analytical Skills

The study aimed to describe the mathematical critical thinking skills and learner autonomy of students at SMP Negeri 1 Baturraden viewed from learning style. This study was descriptive qualitative. The subjects of the study were students of grade VII G. The selection of the sample was done through purposive sampling technique obtaining 3 students of visual learning style, 3 students of auditory learning style and 3 students of kinesthetic learning style. Techniques to collect the data were questionnaire, test, and interview. Data analyses were data reduction, data presentation, and drawing conclusions. The validity test of the data was triangulation test of triangulation techniques. The findings obtained that students with visual learning styles mastered the indicators of analytical skills, synthesizing skills, problem solving skills as well as the skills of evaluating and assessing, meanwhile the learner autonomy mastered indicators of learning strategies, planning, evaluating, assignments/exercises, various learning resources and students workbook. Students with auditory learning styles grasped indicators of analytical skills, problem solving skills, as well as evaluating and assessing skills while for learner autonomy understood indicators of learning strategies, planning, evaluating, various learning resources and students workbook. While kinesthetic learning style students grasped the indicators of synthesizing and evaluating skills while for learner autonomy mastered the indicators of using learning strategies and using various learning resources.

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>

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