scholarly journals ANALISIS GAYA BELAJAR VISUAL DITINJAU DARI KEMAMPUAN PEMECAHAN MASALAH SISTEM PERSAMAAN LINEAR DUA VARIABEL

2021 ◽  
Vol 2 (2) ◽  
pp. 225
Author(s):  
Aribah Errina ◽  
Mohamad Rif'at ◽  
Silvia Sayu
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Linear Equations ◽  
System Of Linear Equations ◽  
Research Subjects ◽  
Variable System ◽  
Class Viii

This review means to depict the investigation of visual learning styles as far as critical thinking capacity of understudies' two-variable direct condition framework at MTS Negeri 3 Mempawah. The examination strategy utilized is enlightening subjective as contextual analyses. The subjects in this study were class VIII students at MTS Negeri 3 Mempawah. The number of students who were used as research subjects were 38 students who had studied the material for a two-variable system of linear equations. In this study, six students were selected consisting of two students who had SPLDV Problem Solving Ability in terms of high, medium, low learning styles. The object of this exploration is Visual Learning Style as far as Critical thinking Capacity. In light of the aftereffects of information examination, meetings and conversation, it can be concluded that Analysis of Visual Learning Styles Judging from the SPLDV Problem-Solving Ability of MT.S Negeri 3 Mempawah Students" shows that students' problem-solving abilities are relatively balanced with learning styles. As a rule, understudies who have high numerical critical thinking capacities have great visual learning styles, understudies with moderate critical thinking capacities have great visual learning styles, understudies with low numerical critical thinking capacities have great 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 Analisis Pemecahan Masalah Berbasis Polya pada Materi Perkalian Vektor Ditinjau dari Gaya Belajar

2018 ◽  
Vol 6 (1) ◽  
pp. 91 ◽  
Author(s):  
Dian Fitri Argarini
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Vector Product ◽  
Research Subjects ◽  
Planning Stage ◽  
Problem Resolution ◽  
The Subject ◽  
Implementation Stage

Abstrak Tujuan dari penelitian ini adalah untuk mendeskripsikan hasil analisis kesalahanpemecahan masalah berbasis Polya pada materi perkalian vektor yang ditinjau dari gaya belajar. Penelitian ini termasuk pada jenis penelitian kualitatif deskriptif. Subjek yang diambil dalam penelitian ini adalah mahasiswa program studi Pendidikan matematika IKIP Budi Utomo Malang yang telah dikelompokkan berdasarkan gaya belajar visual dan gaya belajar auditorial. Berdasarkan hasil analisis yang telah dilakukan dapat dideskripsikan kemampuan pemecahan masalah pada materi perkalian vektor adalah sebagai berikut: (1) Subjek dengan gaya belajar visual mampu memahami masalah dengan baik dan merencanakan penyelesaian masalah tersebut, pada tahap pelaksanaan penyelesaian subjek visual kurang teliti dalam mengerjakan sehingga terjadi kesahan operasi, sedangkan pada tahap terakhir subjek tidak melakukan pemeriksaan kembali, (2) Subjek auditorial memiliki kemampuan pemahaman masalah yang baik, selanjutnya dalam tahap perencanaan subjek mampu menentukan rencana penyelesaian masalah dengan benar dan menyelesaiakan masalah dengan tepat, selain itu subjek auditorial juga memeriksa kembali jawaban yang telah diberikan. Kata kunci: analisis pemecahan masalah, Polya, perkalian vektor, gaya belajar Abstract The purpose of this research is to describe the result of analysis of problem solving of Polya based problem on vector multiplication material which viewed from learning style. This research includes the type of descriptive qualitative research. Subjects taken in this study are students of mathematics education program IKIP Budi Utomo Malang which has been grouped based on visual learning style and auditorial learning style. Based on the results of the analysis that has been done can be described the problem-solving abilities in the material vector multiplication is as follows: (1) Subjects with visual learning styles are able to understand the problem well and plan the settlement of the problem, at the implementation stage of the completion of visual subjects less careful in doing so (2) The auditorial subject has the ability to understand a good problem, then in the planning stage of the subject is able to determine the plan of problem resolution correctly and solve the problem correctly, in addition the auditorial subject also check again the answer has been given. Keywords: analysis of problem solving, Polya, vector product, learning style

scholarly journals DESCRIPTION OF STUDENTS’ MATHEMATICS PROBLEM SOLVING RELATION IN CONCEPTS UNDERSTANDNG FROM EVALUATED LEARNING STYLES AT CLASS VIII SMPN 4 BINAMU JENEPONTO DISTRICT

2019 ◽  
Vol 1 (1) ◽  
pp. 12-18
Author(s):  
Syaharuddin S
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Mathematical Problem ◽  
Visual Learning ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Auditory Learning ◽  
Problem Solving Skills ◽  
Class Viii

The research is descriptive quantitative-qualitative approach. Quantitative approach used in analyzing how the relationship between problem-solving skills with students' understanding of the concept. While the qualitative approach used in describing how the problem-solving skills class VIII SMP Negeri 4 Binamu Jeneponto in relation to understanding the concept in terms of learning styles. This study, data were collected through the initial observation, the provision of learning styles questionnaire, test understanding of concepts, and problem-solving ability tests and structured interviews. Data were analyzed using Chi Square analyze the association between mathematical problem solving skills with an understanding of the concept in terms of students' learning styles. The results showed that there is an association between the ability of solving math problems with understanding the concept of student stylish visual learning the value of χ2 count = 21,000 and significance (Asymp. Sig. (2-sided)) = 0.000 and there is an association between the ability of solving mathematical problems with the understanding of the concept auditory learning style student with χ2 value and significance count = 17.967 (Asymp. Sig. (2-sided)) = 0.000. Students with visual and auditory learning style can solve the problems SPLDV given by the troubleshooting steps Polya because it may be posisible students have an understanding of the SPLDV.

scholarly journals PEMECAHAN MASALAH GENERALISASI POLA MATEMATIKA CALON GURU SEKOLAH DASAR DITINJAU DARI GAYA BELAJAR [THE PROBLEM SOLVING OF MATHEMATICAL PATTERN GENERALIZATION BY PROSPECTIVE ELEMENTARY SCHOOL TEACHERS BASED ON LEARNING STYLES]

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Radiusman Radiusman ◽  
Maslina Simanjuntak
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
School Teacher ◽  
Visual Learning ◽  
Primary School Teacher ◽  
Research Subjects ◽  
Pattern Generalization ◽  
Kinesthetic Learning ◽  
The University

<p>This qualitative research aims to describe the problem solving of pattern generalization in terms of visual, auditory, and kinesthetic learning styles. The subjects in this study were three primary school teacher candidates at the University of Mataram with visual, auditory, and kinesthetic learning styles. Data was collected by giving ELSA learning style tests and pattern generalization tests to the subjects and interviewing the subjects. Data was analyzed using descriptive method and classificationing. The results showed that the research subjects who had a visual learning style were able to perform the problem-solving stages better than the audio and kinesthetic learning styles. This is because the visual learning style likes reading or understanding written instructions which results in the visual learning style being capable of good and orderly coding and processing of information.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Penelitian kualitatif ini bertujuan untuk mendeskripsikan pemecahan masalah generalisasi pola ditinjau dari gaya belajar visual, auditori dan kinestetik. Subjek pada penelitian ini adalah tiga orang mahasiswa calon guru Universitas Mataram dengan gaya belajar visual, auditori dan kinestetik. Pengambilan data dilakukan dengan cara memberikan tes gaya belajar ELSA dan tes generalisasi pola dan wawancara. Data dianalisis dengan cara deskriptif dan klasifikasi. Hasil penelitian menunjukkan bahwa subjek penelitian yang memiliki gaya belajar visual mampu melakukan tahapan pemecahan masalah yang lebih baik dibandingkan gaya belajar audio dan kinestetik. Hal ini disebabkan karena gaya belajar visual memiliki sifat suka membaca ataupun memahami instruksi secara tertulis yang mengakibatkan gaya belajar visual memiliki sifat mampu melakukan pengkodean dan pemrosesan informasi yang baik dan teratur.</p>

scholarly journals Analisis Kemampuan Pemecahan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar

2021 ◽  
Vol 1 (1) ◽  
pp. 66-80
Author(s):  
I Gusti Ayu Sinta Inastuti ◽  
Sri Subarinah ◽  
Eka Kurniawan ◽  
Amrullah Amrullah
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Solution Strategy ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Number Pattern ◽  
Class Viii ◽  
Academic Year

The purpose of this study was to determine eighth grade student problem-solving ability on number pattern material. This study was held academic year focused on assessing students learning styles. The methods used in this study were questionnaires, tests, and interviews. The results showed that class VIII students consisted of 26 students had visual learning styles, 24 students had auditory styles and 16 students had kinesthetic styles. Subjects taken in this study were 2 students from each learning style, then the subject was given a test to describe the number pattern material and conducted an interview. As a result, based on the analysis of the problem-solving ability stages, students with visual and auditory learning styles were able to reach the stage of understanding the question / problem, designing and choosing a solution strategy, and solving problems with a mathematical model, but have not yet reached the stage of re-checking the solutions obtained. On the contrary, Students with a kinesthetic learning style have been able to reach the stage of understanding the question / problem, but have not been able to reach the stage of designing and choosing a solution strategy, or solving problems with mathematical models, and even re-checking the solutions obtained. This shows that the problem solving ability of students with visual and auditory learning styles is better than students with kinesthetic learning styles.

scholarly journals KEMAMPUAN VISUAL SPASIAL SISWA DALAM MENYELESAIKAN SOAL PISA KONTEN SHAPE AND SPACE BERDASARKAN GAYA BELAJAR

KadikmA ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 23
Author(s):  
Nur Eni Isnaini
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Pattern Search ◽  
Research Subjects ◽  
Auditory Learning ◽  
Visual Ability ◽  
Kinesthetic Learning ◽  
Collection Methods

This study aims to describe students' spatial-visual ability in solving PISA questions in shape and space content based on visual, auditory, and kinesthetic learning styles. This type of research used in this research is descriptive qualitative research. Subjects in the study were six students from Class X MIPA 3 SMA Negeri 2 Tanggul consisting of two students from each of the visual, auditory and kinesthetic learning styles. The data collection methods used were questionnaires, tests, and interviews. The instruments used in this study were learning style questionnaires, shape and space content PISA test questions, and interview guidelines. The results showed that the achievement of the characteristics of the sixth spatial-visual abilities of the subjects differed. Students with a visual learning style can meet the characteristics of pattern search, conceptualization, problem-solving, and imagination in full. Students with an auditory learning style can meet the characteristics of conceptualization, problem-solving, and imagination completely but are unable to meet the characteristics of pattern search. Students with kinesthetic learning styles meet the characteristics of problem solving and imagination but are unable to meet indicators on the characteristics of pattern search and conceptualization. This can be seen from the results of solving the questions given and interviews conducted on the research subjects. Keyword: Spatial-Visual Ability, PISA Questions on Shape and Space Content, Learning Style

scholarly journals PENGARUH MODEL PEMBELAJARAN DAN GAYA BELAJAR TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X SMK NEGERI 2 WATAMPONE

2017 ◽  
pp. 45
Author(s):  
Rusnilawarni Rusnilawarni
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Electrolyte Solution ◽  
Hypothesis Test ◽  
Visual Learning ◽  
Instructional Model ◽  
Auditory Learning ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research aims to identify the influence of interaction instructional model and learning style to critical thinking ability of students in class X SMK Negeri 2 Watampone in electrolyte and nonelectrolyte solution. The type of research is quasi-experimental using factorial design 2x3. Population of the research is all of studentsin class X SMK Negeri 2 Watampone school year 2014/2015 consist of 9 class, which amounted to 288 students. The sample is taken by twice of purposive sampling, and the selected classesis X TITL 1 (electric installation technique) and X TITL 2. The Hypothesis test is conducted by SPSS 20 Program using two way Anova. The results of descriptive statistic are average critical thinking ability that students taught using inquiry learning model and cooperative tipe articulation learning are 75.78 and 66.40. Average score critical thinking ability of learners who have learning styles kinethetic, visual and auditory are 73.34, 65.00 and 63.15. The results of this study show that (1) There is no  influence of instructional model to critical thinking abilityof students in class X SMK Negeri 2 Watampone in electrolyte and non electrolyte solution, (2) There is no influence of visual learning style, auditory and kinesthetic toward the critical thinking abilityof students in class X SMK Negeri 2 Watampone in electrolyte and non electrolyte solution, (3) There is an interaction between the instructional model and learningstyles in influencing the critical thinking ability of students in class X SMK Negeri 2 Watampone in electrolyte and non electrolyte solution. Tukey HSD test result show that critical thinking ability of learners who have learning styles kinesthetic higher than the learners who have visual and auditory learning styles, and than critical thinking ability of learners who have learning styles visual and auditory learning style is not different.

scholarly journals The Effect of Value Clarification Technique Learning Models and Learning Styles on the Achievement Learning Outcomes of Class VIII MTs Al-Hasanah Tanjung Leidong, Labura District

2020 ◽  
Vol 3 (3) ◽  
pp. 1371-1377
Author(s):  
Siti Halimah ◽  
Zulfahmi Lubis ◽  
Saidatun Nisa Nasution
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Models ◽  
Average Value ◽  
Class Viii

The purpose of this study was to determine: (1) the influence of the value clarification technique (VCT) learning model on student learning result. (2) Knowing the influence of learning styles on student learning result. (3) Knowing the interaction between learning models and learning styles on student learning result.   The population of this study were students of class VIII MTs Al-Hasanah Tanjung Leidong Labuhan Batu Utara consisting of three classes. The sample chosen for the class with the VCT learning model was class VIII-3 with 30 students, while students who were taught using the expository model were 32 students. The cluster random sampling technique is influenced by analysis of variance at a significant level (α = 0.05) followed by Scheffe. The results of this study are: (1) the average value of students taught with the VCT learning model (= 33.6) is higher than students taught with the expository learning model (= 24.68) with Fcount 0.0023 < Ftable 3,988. (2) The average value of learning outcomes Akidah Akhlak with visual learning styles (= 27.5), auditory (= 29.56) and kinesthetic (= 28.26) with Fcount = 0.068 < Ftable = 3,988. (3) There is an interaction between learning models and learning styles on students' learning outcomes Akidah Akhlak with Fcount 28.96 < Ftable 3,988. Based on the data analysis, it can be concluded that students with visual and auditory characteristics, the appropriate learning model is the VCT, while students with the kinesthetic learning style are expository. The implication is that teachers must be trained in how to understand student learning styles. Thus it is suggested that in planning the learning process the characteristics of students must be considered.

scholarly journals DESCRIPTION OF MATHEMATICS PROBLEM SOLVING ABILITY IN TERMS OF LEARNING STYLE

MaPan ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 280
Author(s):  
Ahmad Aas Syamsuadi ◽  
A. Aspar ◽  
Andi Alim Syahri
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Junior High School ◽  
Mathematical Problem ◽  
Visual Learning ◽  
Auditory Learning ◽  
Mathematics Problem Solving ◽  
Mathematical Problems ◽  
Mathematics Problem

This study aims to describe and determine students' abilities to solve mathematical problems that focus on visual and auditory learning styles. Subjects are eighth-grade students from junior high school in Bulukumba district. This research is descriptive qualitative, which seeks to determine and describe the mathematical problem solving ability in terms of student learning styles. Data is collected using questionnaires, tests, and interviews. The use of questionnaires describes visual learning styles and auditory learning styles. Two numbers of the test determine mathematics problem solving ability in Polya's step, and interviews confirm mathematics problem solving ability. The data analysis techniques are reduction, presentation, and verification. Based on the results, the first subject with a visual learning style can fulfill all the indicators of Polya's steps, but another one is just three indicators. The first subject with an auditory learning style can meet all Polya's steps, but the other can fulfill three indicators.

scholarly journals Relationship Between Learning Style With Student Learning Outcomes on Structure and Function of Plants

2021 ◽  
Vol 5 (2) ◽  
pp. 94-105
Author(s):  
Elma Nur Hidayati ◽  
Ara Hidayat ◽  
Ukit Ukit
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Structure And Function ◽  
Correlation Test ◽  
Class Viii ◽  
And Function

Learning styles can make students learn easily, fun, meaningfully that will improve their learning outcomes. This study aimed to determine the correlation between learning styles and student’s learning outcomes in online learning about structure and function of plant. The correlation test method was used and samples were chosen using simple random sampling, consisting of 68 students in class VIII SMPN 2 Pangkalpinang. The data were collected using interview, questionnaire, documentation methods, and analyzed by Pearson product moment correlation test. The results showed that about 72% students in class VIII SMPN 2 Pangkalpinang tended to have a visual learning style and 75% with completed learning-outcomes. The correlation test indicated that there was no significant relationship between learning styles and their learning outcomes, by evidence and determination value of 0.111 more than 0.05 and 3.8% simultaneously. There is no correlation between learning styles and learning outcomes, presumably because learning styles only contribute 3.8% in which other 96.2% were determined by other factors such as teacher motivation and teaching strategies. However, although there is no correlation, learning styles still contribute to student’s learning success. Therefore, it is necessary to conduct further research related to other factors that may affect student learning outcomes.

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