THE ABILITY PROBLEM POSING STUDENTS POST-SOLUTION MATHEMATICAL PROBLEMS BASED ON DIFFERENCES IN LEARNING STYLE

The problem posing ability is making new questions and answers from previous information. Post-solutionis modifing a condition of problem solved to submit a new problem. Learning styles in this research is in theform of visual, auditory, and kinesthetic. This descriptive research examines the ability of students to postproblem solutions based on differences in learning style involving 10 visual’s students, 12 auditory’sstudents, 9 kinesthetic’s students. Analysis of data in this research is the data reduction, data presentation,and drawing conclusions. Test material of the test is cubes. The results of the study show that ability problemsof student with visual learning styles in the form of problems that can be solved is shown clear information,changing, varying, restating, and grouping in accordance with information about previous questions, directand indirect answers are arranged in detail, language structure questions in the form of assignment andconditional propositions are shown clear commands, difficulty of easy and moderate difficulty levels inquestion answer. The ability to submit students’ problems in auditory learning styles in the form of problemsthat can be solved is shown clear information, changing, varying, and restating in accordance withinformation about previous questions, direct and indirect answers according to the systematic, assignmentand conditional propositions according clear problem commands, easy and moderate difficulty levels onquestion answer. The ability to propose problems of kinesthetic learning styles of students in the form ofquestions can be solved by manipulating the conditions of the problem, changing, varying, and restarting bymanipulating the previous problem, direct and indirect answers according to clear command, assignment andconditional propositions by manipulating the command of the questions , difficulties are easy and moderatearranged in detail.

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

JUPIKA: JURNAL PENDIDIKAN MATEMATIKA ◽

10.37478/jupika.v3i2.670 ◽

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.

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DESCRIPTION OF MATHEMATICS PROBLEM SOLVING ABILITY IN TERMS OF LEARNING STYLE

MaPan ◽

10.24252/mapan.2021v9n2a6 ◽

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.

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The Process of Students' Mathematical Connection in Solving Mathematical Problems in terms of Learning Styles

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i6.2684 ◽

2021 ◽

Vol 12 (6) ◽

pp. 1451-1466

Author(s):

Baiduri Baiduri, Arif Hidayatul Khusna, Mar’atus Solikhah

Keyword(s):

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Research Subjects ◽

Process Data ◽

Auditory Learning ◽

Kinesthetic Learning ◽

Mathematical Connections ◽

Mathematical Problems ◽

Mathematical Connection

The purpose of this study was to describe the process of students' mathematical connections in solving mathematical problems in terms of learning styles. The type of research used is descriptive research with a qualitative approach. The research subjects were six students consisting of two students who have a visual learning style, two students who have an auditory learning style, and two students who have a kinesthetic learning style. Student learning style data were collected through learning style questionnaires, while student connection process data were collected through mathematical connection test sheets and interviews. Data credibility is done by triangulating sources and methods. Data from the six subjects consisting of two students for each of these learning styles were described and categorized from the same, different, and specific views. The subjects obtained from the results of the learning style questionnaire were compared using the results of the mathematical connection test and interviews. Data analysis was guided by four steps to solve Polya's problems and was carried out in three stages, namely data condensation, data presentation, and conclusions. The results showed that there are differences in the mathematical connection process carried out by students who have visual, auditory, and kinesthetic learning styles in the step of understanding the problem. However, there are similarities in the mathematical connection process carried out by students who have visual and kinesthetic learning styles at the step of compiling a completion plan and checking again. while students who have a different auditory learning style from students who have visual and kinesthetic learning styles in implementing the completion plan and re-checking. The process of mathematical connection of students who have an auditory learning style at the step of checking back cannot be seen, because these students do not take this step when solving problems. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed.

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Mathematical Communication Profiles on Learning Styles in Solving High School Level Mathematics Problems

Jurnal Daya Matematis ◽

10.26858/jdm.v8i3.15852 ◽

2020 ◽

Vol 8 (3) ◽

pp. 213

Author(s):

Wiwik Andriani ◽

Nurmayaningsih Nurmayaningsih

Keyword(s):

High School ◽

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Mathematical Communication ◽

Auditory Learning ◽

Mathematical Ideas ◽

Kinesthetic Learning ◽

Mathematics Problems ◽

Mathematical Problems

This study aims to see the mathematics communication of students in terms of learning styles in solving high school mathematics problems. The focus of this research is: students' mathematics communication in terms of visual learning styles, mathematics communication in terms of auditory learning styles, mathematics communication in terms of kinesthetic learning styles. The subjects of this study were students at SMA Negeri 1 Gowa who were grouped based on their learning styles. The research instrument is the researcher himself, because the researcher himself plans what to ask the research subjects. Data collection techniques are carried out by providing learning style questionnaires, carrying out written tests to see mathematical communication skills, and interview guidelines. This study used technical triangulation with data analysis techniques, namely data presentation, data reduction, and conclusions. The results of this study indicate that the level of mathematics communication can be seen from the learning styles of students. Students with visual and auditory learning styles are able to solve mathematical problems completely and in detail, are able to use mathematical ideas, are able to use mathematical notations and symbols to determine answer conclusions. Students who have a kinesthetic learning style are also able to solve mathematical problems in their own style and way, namely a shorter way, being able to use mathematical ideas, symbols and mathematical notations in solving problems, but they do not provide conclusions from the answers that are done

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Analisis Kemampuan Berpikir Logis Matematis Siswa SMP Kelas VII dalam Memecahkan Masalah Matematika Ditinjau dari Gaya Belajar

Jurnal Edukasi Matematika dan Sains ◽

10.25273/jems.v7i1.5286 ◽

2019 ◽

Vol 7 (1) ◽

pp. 1

Author(s):

Desi Melatul Fitriyah ◽

Nonik Indrawatiningsih ◽

Miftahul Khoiri

Keyword(s):

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Thinking Skills ◽

Vital Role ◽

Logical Thinking ◽

Mathematical Concepts ◽

Auditory Learning ◽

Mathematical Problems ◽

The Subject

Kemampuan berpikir logis memiliki peran penting dalam pemecahan dan pembelajaran konsep matematika dan untuk meningkatkan hasil belajar. Penelitian ini adalah penelitian kualitatif deskriptif yang bertujuan untuk mendeskripsikan kemampuan berpikir logis siswa kelas VII dalam memecahkan masalah matematika yang ditinjau dari gaya belajar pada pokok bahasan aritmatika sosial. Subjek dalam penelitian ini berjumlah 3 siswa dengan siswa bergaya belajar visual, auditori dan kenestetik. Pengumpulan data menggunakan angket gaya belajar, tes kemampuan berpikir logis, wawancara dan dokumentasi. Berdasarkan hasil penelitian, subjek bergaya belajar visual memiliki kemampuan berpikir logis yaitu pada tahap klasifikasi, tahap menghubungkan, tahap menghitung dan tahap menarik kesimpulan. Subjek bergaya belajar auditori memiliki kemampuan berpikir logis yaitu pada tahap klasifikasi, tahap menghubungkan, tahap menghitung dan tahap menarik kesimpulan. Sedangkan subjek bergaya belajar kinestetik memiliki kemampuan berpikir logis yaitu pada tahap klasifikasi, tahap menghubungkan dan tahap menarik kesimpulan. The ability to think logically has a vital role in solving and learning mathematical concepts, its to improve learning outcomes. This research is descriptive qualitative research that aims to describe the ability of students to think logically in class VII in solving mathematical problems in terms of learning styles on the subject of social arithmetic. The subjects in this study amounted to 3 students with students learning styles visual, auditory, and kinesthetic. Data collection uses learning style questionnaires, logical thinking skills tests, interviews, and documentation. The results of the study show that three stages of the logical thinking ability with visual learning style subject, namely the connecting stage, the counting stage, and the conclusion drawing stage. Auditory learning style subjects can think logically that is at the classification stage, the connecting stage, the counting stage, and the conclusion drawing stage. Whereas the kinesthetic learning style subject can think logically, that is at the classification stage, the connecting stage, and the conclusion drawing stage.

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HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

Computer and Informatics Education Review ◽

10.33258/cier.1012020.1065.13-20 ◽

2020 ◽

Vol 1 (01) ◽

pp. 13-20

Author(s):

Dian Saputra

Keyword(s):

Learning Styles ◽

Computer System ◽

Learning Style ◽

Descriptive Analysis ◽

Visual Learning ◽

Auditory Learning ◽

Analysis Techniques ◽

Post Test ◽

The Subject ◽

The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of Central Bengkulu

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The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

LINGUISTIK TERAPAN ◽

10.24114/lt.v11i1.2676 ◽

2014 ◽

Vol 11 (1) ◽

Author(s):

Rista Damesari Saragih ◽

Lince Sihombing ◽

Eddi Setia

Keyword(s):

Learning Styles ◽

Learning Style ◽

Significant Interaction ◽

Visual Learning ◽

Sampling Technique ◽

Cluster Sampling ◽

Instructional Approaches ◽

Vocational High School ◽

Instructional Approach ◽

Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar. Keywords: Grammar; Instructional Approach; Learning Styles

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

Jurnal KATA ◽

10.22216/jk.v1i2.2126 ◽

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

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. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe Pair Cheks) 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 Pair Cheks, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe Pair Cheks, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe Pair Cheks 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 Pair Cheks 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.Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe Pair Cheks) 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 Pair Cheks, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe Pair Cheks, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe Pair Cheks 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 Pair Cheks 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.

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The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.15.23602 ◽

2018 ◽

Vol 7 (4.15) ◽

pp. 435

Author(s):

Cahyo Hasanudin ◽

Ayu Fitrianingsih ◽

. .

Keyword(s):

Learning Styles ◽

Learning Style ◽

Flipped Classroom ◽

Visual Learning ◽

First Year ◽

First Year Students ◽

Auditory Learning ◽

Data Collection Technique ◽

Normalized Gain ◽

Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.

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IDENTIFIKASI GAYA BELAJAR MAHASISWA

Jurnal Psikologi ◽

10.14710/jpu.15.1.56-63 ◽

2016 ◽

Vol 15 (1) ◽

pp. 56

Author(s):

Jeanete Ophilia Papilaya ◽

Neleke Huliselan

Keyword(s):

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Sampling Technique ◽

Simple Random Sampling ◽

Survey Method ◽

Guidance And Counseling ◽

Auditory Learning ◽

Study Population ◽

Survey Results

The objective of this study was to identify learning styles of students. The approach used in this study is a quantitative approach with survey method. The variable in this study is a single variable , namely the identification of student learning styles. The study population is students of Guidance and Counseling FKIP Pattimura University totaling 388 people. Samples were used as samples in the amount of 10% of the population of 39 people. The sampling technique using Simple Random Sampling. Learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles identified as visual learning style, auditorial learning style, and kinesthetic learning style. Data analysis techniques in this study is the descriptive statistical analysis methods. Based on the survey results revealed that students of guidance and counseling FKIP Pattimura University has a tendency to one learning style. Of the 39 students found that 6 students had a tendency visual learning style, 20 students have a tendency to auditory learning style, 1 student has a tendency kinestheticlearning style, and 12 students have a tendency to mix between learning styles and learning styles visual auditorylearning styles.

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