The Effects of Brain-Based Learning and Project-Based Learning Strategies on Student Group Mathematics Learning Outcomes Student Visual Learning Styles

Brain-based learning is a concept of strategy to create learning-oriented efforts to empower students' brain potential. Project-Based Learning is a learning strategy that utilizes projects or activities as a center of learning. The purpose of this study was to examine the effect of brain-based learning and project-based learning strategies on student mathematics learning outcomes, especially kinesthetic learning style groups. The quasi-experimental research method is post-test only design, retrieval of learning outcomes data with tests and learning styles using questionnaires and data analysis using ANOVA with t-Dunnet advanced tests. This study found that the mathematics learning outcomes of students who were taught using the Project-Based Learning strategy were higher than those taught by the Brain-Based Learning (BBL) learning strategy especially for students in kinesthetic learning styles. The suitability of investigative activities creates products in project-based learning with the characterization of students' kinesthetic learning styles which are characterized by always touching certain information objects can strengthen the memory of meaningful information and knowledge so as to improve the quality of learning outcomes.

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

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v11i1.11199 ◽

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

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PEMBELAJARAN DARING MATEMATIKA BERBANTUAN GOOGLE CLASSROOM DITINJAU DARI GAYA BELAJAR PADA MASA PANDEMI

Jurnal Pendidikan Matematika Universitas Lampung ◽

10.23960/mtk/v9i3.pp333-342 ◽

2021 ◽

Vol 9 (3) ◽

pp. 333-342

Author(s):

Yunti fahrulia Subekti

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Mathematics Learning ◽

Visual Learning ◽

Sampling Technique ◽

Simple Random Sampling ◽

Control Group ◽

Homogeneity Test ◽

Control Group Design ◽

Normality Test

The purpose of the study was to determine the differences in mathematics learning outcomes and the effectiveness of google classroom-assisted learning in terms of learning styles on students' mathematics learning outcomes. This research used an experimental research method with a randomized pretest-posttest control group design. Sampling using a simple random sampling technique. The population of this research is the seventhgrade students of one of the public junior high schools in Sleman. The sample of this study amounted to 54 students consisting of class VII C and VII D. The data collection techniques used in this study were tests and questionnaires. The data analysis techniques used in this study were normality test, homogeneity test, similarity test, and hypothesis testing. The results of the study show that: (1) there are differences in learning outcomes in bold learning assisted by google classroom; (2) bold learning assisted by google classroom is more effective in terms of visual learning styles; (3) bold learning assisted by google classroom is not more effective in terms of auditory and kinesthetic learning styles.

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Blended Learning Strategies of Telegram-Assisted Learning Towards Student Mathematics Learning Results Reviewed from Learning Style

JTAM | Jurnal Teori dan Aplikasi Matematika ◽

10.31764/jtam.v4i2.2438 ◽

2020 ◽

Vol 4 (2) ◽

pp. 133

Author(s):

Kadek Suryati ◽

I Gede Adnyana

Keyword(s):

Learning Styles ◽

Blended Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Style ◽

Learning Strategy ◽

Mathematics Learning ◽

Sampling Technique ◽

Learning Material ◽

Online Application

The research aims to describe the influence of telegram-assisted blended learning strategies on mathematics learning outcomes in terms of learning styles. This research is a quasi-experimental research using 2x3 factorial design. The respondents taken is the second semester students majoring in informatics engineering at the STMIK STIKOM Indonesia campus. The sampling procedure in this study was a random sampling technique that was started by carrying out the equivalency test of 4 classes taken using the one-way ANOVA test. After that randomly selected, two classes as an experimental class and two classes as a control class. To get instruments that have validity before use, questionnaires and tests are first tested and validated by experts who are experts in their fields. Normality and homogeneity tests are needed as a prerequisite before analyzing the data. The method used to analyze data is two-way ANOVA. The results showed that (1) student mathematics learning outcomes taught with telegram-assisted blended learning strategies were better than conventional mathematics learning outcomes of students taught, (2) the effect of telegraph-assisted blended learning strategies on student mathematics learning outcomes in learning styles. Based on the results of the research that has been carried out, it is recommended that further researchers or educators be able to develop a blended learning strategy as a way to convey learning material so that they can pay more attention to the learning styles of each student and can develop telegrams with more attractive features so that the telegram becomes one of online application for learning media.

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Pengaruh Gaya Belajar dan Sikap Siswa pada Pelajaran Matematika terhadap Hasil Belajar Matematika

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v3i3.128 ◽

2015 ◽

Vol 3 (3) ◽

Author(s):

Leny Hartati

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Learning Style ◽

Mathematics Learning ◽

Visual Learning ◽

Cognitive Learning ◽

Negative Attitude ◽

Math Learning ◽

Significance Level ◽

Learning Mathematics

This study aims to determine the effect of learning styles and attitudes of students in math on math learning outcomes. The method used is the method Expose Facto. The study sample drawn from a population with affordable proportional random technique, as many as 60 students. The instrument used in this study is a questionnaire instrument to measure learning style variables and variable attitudes of students in math, and test instruments, to measure the outcomes of learning mathematics. The research design used in this study is a 3 x 2 factorial design with three variables consisting of two independent variables, namely cognitive learning styles and attitudes of students in math, as well as the dependent variable, which is the result of learning mathematics. From the data processing obtained the following results: (1) There are differences in mathematics learning outcomes of students who have a visual learning style, auditory and kinesthetic. It is in the show by the price of the F - count of 2,494 with a probability of 0.047 sig (sig < 0.05) at significance level ? = 5 %. (2) The results of the mathematical learning of students who have a positive attitude at a higher math than students who have a negative attitude on math. It is in the show by the price of the F - count of 3,124 with a probability of 0.018 sig (sig < 0.05) at significance level. (3) There is no interaction between the learning styles of students in math attitudes toward math learning outcomes. It is in the show by the price of the F - calculated interaction probability value was 1.621 while sig. for interaction (learning styles * attitude of students in math) of 0.140 (sig > 0.05).

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PENGARUH STRATEGI PEMBELAJARAN LEARNING CYCLE DAN GAYA BELAJAR TERHADAP HASIL BELAJAR SEJARAH KEBUDAYAAN ISLAM SISWA MADRASAH DINIYAH TAKMILIYAH AWALIYAH UBUDIYAH KOTA PEMATANG SIANTAR

ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam ◽

10.30821/ansiru.v3i1.5489 ◽

2019 ◽

Vol 3 (1) ◽

pp. 165

Author(s):

Muhammad Rusli

Keyword(s):

Learning Styles ◽

Student Learning ◽

Learning Outcomes ◽

Cultural History ◽

Learning Strategies ◽

Visual Learning ◽

Student Learning Outcomes ◽

Learning Cycle ◽

Islamic Culture ◽

Culture History

The purpose of this study was to find out: (1) differences in learning outcomes of Islamic Culture History of students taught with learnig cycle learning strategies with students taught with expository learning strategies, (2) differences in learning outcomes of Islamic Culture History of students who have visual learning styles, auditory and kinesthetic, and (3) the effect of learning cycle learning strategies and student learning styles on the results of learning Islamic Cultural History. The method of this research is quasi-experimental with the population of this study are fourth grade students (four) Madrasah Diniyah Takmiliyah Awaliyah Ubudiyyah 2018/2019 school year consisting of 2 (two) classes. The sample selected cluster random sampling technique in terms of the class with the learning cycle learning strategy is class IV1 with 31 students, while students taught with expository strategies are students of class IV2 with 34 students. The instruments of data collection are questionnaires and test results. Technique by analysis of variance (Anova) at = 0.05. The results of this study are: (1) student learning outcomes taught with learning cycle learning strategies ( X = 33.22) higher than student learning outcomes taught with expository learning strategies ( X = 27.94), with Fcount = 89.49 > Ftable = 3.988, (2) student learning outcomes with visual learning styles ( X = 34.26) are higher than student learning outcomes with kinesthetic learning styles ( X = 28.38) and auditory learning styles (( X = 27.69), with Fcount = 62.49 > Ftable = 3.988, and (3) there is an interaction between learning strategies and learning styles towards learning outcomes with statistical calculations known Fcount = 47.06 > Ftable = 3.988.

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PENGARUH PENDEKATAN SAINTIFIK DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAMDI MADRASAH TSANAWIYAH MESRAKOTA PEMATANGSIANTAR

ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam ◽

10.30821/ansiru.v3i2.5847 ◽

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

The purpose of this study was to find out: (1) differences in Akidah Akhlak learning outcomes of students taught with scientific approaches with students taught with contextual approaches, (2) differences in learning outcomes Akidah Akhlak students who have visual, auditory and kinesthetic learning styles, and (3) the influence of the scientific approach and student learning styles on the learning outcomes of Akidah Akhlak. This research method is quasi-experimental with the population of this study are students of class VII (Seven). The sample was chosen into two classes with cluster random sampling technique, in this case selected for the experimental class with a scientific approach is class VIIa with the number of students 31, while for the control class that is the contextual approach is class VIId with the number of students 34. Instruments of data collection is a questionnaire and test of learning outcomes. The technique by analysis of variance (Anava) at "α" = 0.05. The results of this study are: (1) student learning outcomes taught with scientific approach (= 33.5) higher than student learning outcomes taught with contextual approaches (= 28,7), with Fcount = 68,10> Ftable = 3.988 , (2) student learning outcomes with visual learning style (= 34.21) higher than student learning outcomes with kinesthetic learning styles (= 28.38) and auditory learning styles (= 27.69), with Fcount = 79,32 > Ftable = 3.988. And (3) there is an interaction between learning strategies and learning styles towards learning outcomes with statistical calculations known F count = 30,16> Ftable = 3.988. Further test calculations using the Scheffe test also showed a significant difference between student learning outcomes taught by the scientific approach and the contextual approach (CTL) as well as student learning outcomes with visual, auditory and kinesthetic learning styles.

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PENGARUH STRATEGI PEMBELAJARAN MIND MAP DAN EKSPOSITORI DENGAN GAYA BELAJAR TERHADAP HASIL BELAJAR TEKNOLOGI PERKANTORAN

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v13i1.17993 ◽

2020 ◽

Vol 13 (1) ◽

pp. 1

Author(s):

Darmauli .

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Style ◽

Visual Learning ◽

Student Learning Outcomes ◽

Map Learning ◽

Technology Learning ◽

Kinesthetic Learning ◽

Technology Students

Abstrak: Tujuan penelitian adalah Perbedaan hasil belajar Teknologi Perkantoran antara siswa yang diajar dengan strategi pembelajaran Mind Map dan hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, Perbedaan hasil belajar Teknologi Perkantoran antara siswa yang memiliki gaya belajar visual dengan yang memiliki gaya belajar kinestetik, dan interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Teknologi Perkantoran. Populasi penelitian ini adalah seluruh siswa kelas X, berjumlah 145 orang yang berasal dari 4 kelas. Teknik penarikan sampel dilakukan dengan cluster random sampling. Metode penelitian yang menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi α = 0,05. Temuan penelitian menunjukkan bahwa: hasil belajar Teknologi Perkantoran siswa yang diajar dengan strategi pembelajaran Mind Map, lebih tinggi dari pada hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, hasil belajar Teknologi Perkantoran siswa yang memiliki gaya belajar Kinestetik lebih tinggi daripada hasil belajar siswa yang memiliki gaya belajar Visual, terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Teknologi Perkantoran . Perhitungan uji lanjut dengan uji Scheffe menunjukkan hasil belajar Teknologi Perkantoran siswa yang memiliki gaya belajar kinestetik lebih tinggi bila diajar dengan strategi pembelajaran Mind Map, sedangkan hasil belajar Teknologi Perkantoran siswa yang memiliki gaya belajar visual lebih tinggi bila diajar dengan strategi pembelajaran ekspositori. Kata Kunci:strategi pembelajaran, mind map, ekspositori, teknologi perkantoran Abstract: The research objectives are: differences in office technology learning outcomes between students taught with mind map learning strategies and student learning outcomes taught with expository learning strategies, differences in office technology learning outcomes between students who have visual learning styles with which has a kinesthetic learning style, and the interaction between learning strategies and learning styles on the learning outcomes of office technology. The population of this study was all students of class X, totaling 145 people from 4 classes. The sampling technique is done by cluster random sampling. The research method that uses a quasi-experimental method with a 2 x 2 factorial research design. Data analysis techniques using two-way ANOVA at a significance level α = 0.05. The research findings show that: the learning outcomes of office technology students taught with mind map learning strategies are higher than the learning outcomes of students taught with expository learning strategies, learning outcomes of office technology students who have higher kinesthetic learning styles rather than student learning outcomes that have a visual learning style, there is an interaction between learning strategies and learning styles on learning outcomes of office technology. The calculation of further tests with the scheffe test shows the learning outcomes of office technology students who have higher kinesthetic learning styles when taught with mind map learning strategies, whereas office technology learning outcomes of students who have higher visual learning styles when taught with expository learning strategies. Keywords: learning strategies, mind maps, expository, office technology

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PENGARUH MODEL PEMBELAJARAN INQUIRI DENGAN MASYARAKAT BELAJAR DAN GAYA BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v13i1.17997 ◽

2020 ◽

Vol 13 (1) ◽

pp. 23

Author(s):

Marianto Pardosi

Keyword(s):

Learning Styles ◽

Learning Communities ◽

Learning Outcomes ◽

Learning Style ◽

Mathematics Learning ◽

Visual Learning ◽

Inquiry Learning ◽

Learning Models ◽

Auditory Learning ◽

Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar matematika antara siswa yang diajar dengan model pembelajaran inkuiri dan yang diajar dengan model pembelajaran masyarakat belajar, (2) Perbedaan hasil belajar matematika antara siswa yang memiliki gaya belajar visual dan gaya belajar auditorial, (3) interaksi antara model pembelajaran dan gaya belajar terhadap hasil belajar matematika. Populasi penelitian ini adalah seluruh siswa kelas VI Sekolah Dasar Negeri 118299 Aek Raso, Teknik penarikan dengan cluster random sampling. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikan α = 0,05. Temuan penelitian menunjukkan bahwa: (1) hasil belajar matematika siswa yang diajar dengan model pembelajarn inkuiri lebih tinggi daripada hasil belajar siswa yang diajar dengan model pembelajaran masyarakat belajar, (2) hasil belajar matematika siswa yang memiliki gaya belajar visual lebih tinggi daripada hasil belajar siswa yang memiliki gaya belajar auditorial, (3) terdapat interaksi antara model pembelajaran dan gaya belajar terhadap hasil belajar matematika. Perhitungan uji lanjut dengan uji Scheffe menunjukkan perbedaan yang signifikan pada hasil belajar matematika antara model pembelajaran inkuiri dan masyarakat belajar, begitu pula anatara gaya belajar visual dan gaya belajar auditorial. Kata Kunci: model pembelajaran, inquiri, masyarakat belajar, gaya belajar visual, gaya belajar auditorial, matematika Abstract: This study aims to find out: (1) Differences in mathematics learning outcomes between students taught with inquiry learning models and those taught with learning communities learning models, (2) Differences in mathematics learning outcomes between students who have visual learning styles and auditory learning styles , (3) the interaction between learning models and learning styles on learning outcomes in mathematics. The population of this research is all students of grade VI of State Elementary School 118299 Aek Raso, withdrawal technique with cluster random sampling. The research method uses a quasi-experimental method with a 2 x 2 factorial research design. Data analysis technique uses two-way ANOVA at a significant level α = 0.05. The research findings show that: (1) the learning outcomes of students who are taught with inquiry learning models are higher than the learning outcomes of students taught with learning models of learning communities, (2) the results of learning mathematics students who have higher visual learning styles than student learning outcomes which has an auditory learning style, (3) there is an interaction between the learning model and learning style on learning outcomes in mathematics. Further test calculations with the Scheffe test show significant differences in mathematics learning outcomes between inquiry learning models and learning communities, as well as between visual learning styles and auditory learning styles. Keywords: learning model, inquiry, learning society, visual learning style, auditory learning style, mathematics

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PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR FISIKABAHASA INDONESIA SISWA SMA

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v10i2.8726 ◽

2017 ◽

Vol 10 (2) ◽

pp. 127

Author(s):

Bastian Manurung

Keyword(s):

Cooperative Learning ◽

Learning Styles ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Style ◽

Achievement Motivation ◽

Learning Strategy ◽

Visual Learning ◽

Homogeneity Test ◽

Physics Learning

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran kooperatif tipe STAD dan strategi pembelajaran kooperatif tipe TPS terhadap hasil belajar fisika, pengaruh gaya belajar terhadap hasil belajar fisika, dan interaksi antara strategi pembelajaran dan gaya belajar tehadap hasil belajar fisika. Metode quasi eksperimen dan desain faktorial 2x3 pada taraf signifikansi α=5%. Sebelum uji lanjut dengan uji Scheffe dilakukan uji normalitas Lilifors serta uji homogenitas menggunakan uji F dan uji Barlett. Temuan penelitian ini menunjukkan ada pengaruh strategi pembelajaran terhadap hasil belajar fisika. Hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe STAD lebih tinggi dari pada hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe TPS. Ada pengaruh gaya belajar terhadap hasil belajar fisika. Siswa yang memiliki kecenderungan gaya belajar auditorial memperoleh hasil belajar fisika lebih tinggi dibandingkan hasil belajar fisika siswa yang memiliki kecenderungan gaya belajar visual dan gaya belajar kinestetik. Serta terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar fisika siswa. Kata Kunci: strategi pembelajaran, motivasi berprestasi, bahasa indonasia. Abstract: This study aims to determine the effect of STAD type cooperative learning strategy and cooperative learning strategy of TPS type to physics learning result, influence of learning style to physics learning result, and interaction between learning strategy and learning style to physics learning result. Method of quasi experiment and 2x3 factorial design at significance level α = 5%. Before the advanced test with Scheffe test is done Lilifors normality test and homogeneity test using F test and Barlett test. The findings of this study indicate that there is an influence of learning strategies on physics learning outcomes. The result of student physics learning taught by STAD type cooperative learning strategy is higher than the students' physics learning result which is taught by cooperative learning strategy of TPS type. There is an influence of learning styles on the learning outcomes of physics. Students who have a tendency of auditorial learning style to obtain the results of physics learning is higher than the results of physics learning students who have a tendency of visual learning style and kinesthetic learning style. And there is an interaction between learning strategies and learning styles to student physics learning outcomes. Keywords: learning strategy, achievement motivation, indonasia language.

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