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 STUDENTS' CRITICAL THINKING ABILITY, CREATIVE AND LEARNING STYLE IN BAHASA INDONESIA LEARNING FOR GRADE IV SD NEGERI 112238 SEPADAN JAYA

2020 ◽  
Vol 1 (2) ◽  
pp. 167-182
Author(s):  
Ariati Ariati ◽  
Isda Pramuniati ◽  
Evi Eviyanti
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Critical Thinking Ability ◽  
Kinesthetic Learning ◽  
School Year ◽  
Thinking Ability ◽  
Bahasa Indonesia

Abstract This study aims to describe students 'critical thinking ability, students' creativity skills, and the learning style of grade 4 students at SDN 112238 Sepadan Jaya in Indonesian language lessons. This research uses qualitative descriptive method with a population of all grade 4 students at SDN 112238 Sepadan Jaya in the 2020/2021 school year of 21 students. The variables in this study were students' critical thinking ability, creativity, and learning style which included visual, auditorial and kinesthetic. Data collection techniques using questionnaires and analysis techniques used are descriptive statistics. The results showed that the average grade 4 at SDN 112238 Sepadan Jaya in the 2020/2021 school year in Bahasa Indonesia has the majority ability in the highly critical thinking category, at around 47.6%. Ability majority in the creative category, in percentage about 66.67%. The majority of learning styles are Kinesthetic, students have a tendency to one of the visual, auditory or kinesthetic learning styles, with the average student having a tendency on visual learning style 33.33%, auditory learning style 14.28%, and kinesthetic learning style 52.38%.

scholarly journals A secondary School Student’s Critical Thinking Ability Profile in Natural Science Subject Matters Based on Learning Style

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Nur Afdila
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Learning Styles ◽  
Learning Style ◽  
Natural Science ◽  
Visual Learning ◽  
Self Regulation ◽  
Data Retrieval ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research aims to describe students' critical thinking ability in science subjects based on learning style. The research method uses qualitative research with phenomenological approaches. The research site was conducted at SMP Muhammadiyah 5 Tulangan Sidoarjo. Data retrieval techniques using tests, questionnaires, and interviews. Data analysis techniques using the Miles & Huberman (2014) model include data reduction, data presentation, verification and conclusions. There are 6 indicators of critical thinking abilities revealed that include interpretation, analysis, evaluation, inference, explanation, and self-regulation (Facione, 2013). The study only used 5 indicators of critical thinking ability without self-regulation, this is because they cannot be revealed in a short time. The results of the study found that (1) indicators achieved in visual learning styles include interpretation, evaluation, and inference, (2) indicators achieved in auditory learning styles namely interpretation, analysis, evaluation, and explanation, and (3) indicators achieved in kinesthetic learning styles namely: interpretation and evaluation. All subjects achieved not same indicators, while the all subjects also did not achieve all indicators of critical thinking ability. Further research is expected to be the efforts of natural science teachers in achieving all indicators of critical thinking ability, among others by doing habituation and consistent in training critical thinking ability.Keywords: Critical thinking ability,Secondary school student’s,Natural Science,Learning Style

scholarly journals AN ANALYSIS OF THE STUDENT'S ABILITY OF MATHEMATICAL CRITICAL THINKING WITH VISUAL LEARNING STYLES IN LEARNING CYCLE 7E

2018 ◽  
Author(s):  
Rosmaiyadi
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Learning Cycle ◽  
Model Learning ◽  
Critical Thinking Ability ◽  
A Value ◽  
Thinking Ability ◽  
The Subject

Critical thinking ability is one manifestation of the learning of mathematics in HOT (High Order Thinking). Based on data in the field that the critical thinking ability of the students is still low. In studying the subject matter, students have different learning styles. This research aims to test the effectiveness of learning model learning Cycle 7E, the influence of learning style against the students ability of critical thinking and analysis of students’ mathematical critical thinking ability in visual learning style. The methods used in this research was Mixed Design Model; the Sequential Explanatory Method. The subject of this research is grade VIII. Collecting data of learning style using questionnaire and mathematical critical thinking ability with tests. And also using Learning Cycle 7E model on the material of the cube and the beams. Quantitative analysis was conducted to test the effectiveness of learning “Learning Cycle 7E” model, and to test the influence of learning style against the ability of mathematical critical thingking. While the analysis of the qualitative done to deepen the results of research on mathematical description of the critical thinking ability of students in visual learning style through interviews. Based on the data analysis, so the conclusion is that Learning Cycle 7E model was effective in improving the ability of mathematical critical thinking, it can be seen the result that the proportion of students who got a value KBKM greater than or equal with KKM = 70 have exceeded 75%, while the average difference test of class experiments and classroom control were t-count=6,497>t-tabel=1,671. this shows that the average students’ mathematical critical thinking ability taught by Learning Cycle 7E more than average than students’ mathematical critical thinking ability taught with conventional learning. Learning styles affect the students’ mathematical critical thinking ability, this is retrieved based on the test results of the Kruskal Wallis with Asym value sig is 0.046 < 0.05. The visual learning style has the best ability of mathematical critical thinking on inference, deductions and interpreting information aspects. While on, assumptions and evaluation of argument aspects have been quite good.

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 Method of discussion and learning styles towards student’s critical thinking ability

2020 ◽  
Vol 13 (1) ◽  
pp. 1-9
Author(s):  
A. Jauhar Fuad
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Analytical Technique ◽  
Critical Thinking Ability ◽  
Thinking Ability

Active learning with student centering can improve critical thinking skills. Debates and discussions encourage active learning. Both are oriented toward critical thinking ability, in addition to the learning styles also make an impact on critical thinking ability. This paper aims to answer whether there are (1) differences in students critical thinking ability in the debate class and discussion class, (2) differences in critical thinking ability of students who have divergent learning styles and convergent learning style, and (3) interaction between learning method and learning style to critical thinking ability? This study uses a pseudo experimental design. Subjects in this study are students semester II. Analytical technique using Anova. The results of this study conclude: (1) there is no difference in critical thinking ability between debating class and discussion class, (2) there is difference of critical thinking ability between convergent learning style and divergent learning style, convergent learning style is better than divergent learning style, and (3) there is interaction between learning method and learning style to critical thinking ability which means that the influence of learning method on critical thinking ability is influenced by learning style.

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

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

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

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

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

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.  

scholarly journals IDENTIFIKASI GAYA BELAJAR MAHASISWA

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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