scholarly journals Model Problem Based LearningBerbantuanGeoGebradan ModelRealistic Mathematics Educationterhadap Representasi MatematisSiswaditinjau dari Gaya Kognitif

Jurnal Elemen ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 157-166
Author(s):  
Sofri Rizka Amalia ◽  
◽  
Dian Purwaningsih ◽  
An Nur Ami Widodo ◽  
EkaFarida Fasha ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mathematical Representation ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Field Independent ◽  
Significant Difference ◽  
Class 1 ◽  
Quasi Experimental ◽  
Pbl Model

This study aims to determine the differences in students' mathematical representations through the Problem Based Learning (PBL) model assisted by GeoGebra and Realistic Mathematics Education (RME) models, differences in the mathematical representation of students through GeoGebra-assisted PBL models with the RME model in terms of learning styles Field Independent (FI) and Field Field (FI) Dependent (FD). The research used was Quasi-experimental research. The population is grade XII students, and the sample used is the science class 1, and science 2. The data were collected by tests. Data analyzed using variance and independent t-test. This research results in a difference between students' mathematical representation through the GeoGebra-assisted PBL model and the RME model.The difference in students' mathematical representation through the GeoGebra-assisted PBL model and the model of the RME in terms of the FI learning style. At the same time, for FD, there is no significant difference.

scholarly journals Learning styles of millennial students at a pharmacy school in the Philippines

2020 ◽  
pp. 265-272
Author(s):  
Darwin I Carrido ◽  
Romeo-Luis F Ramirez
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Online Survey ◽  
The Philippines ◽  
Pharmacy Students ◽  
Instructional Approaches ◽  
Millennial Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Relationship

Background: The millennial generation already composes the majority of populations across different pharmacy schools in the Philippines. The need to explore millennial students’ learning styles and its governing factors thereby become more valuable in changing and innovating instructional approaches, designs, and strategies used in their learning environment. Aims: This study aimed to generally describe the learning styles of the millennial pharmacy students from a college institution in the Philippines using the Vermunt’s Inventory of Learning Styles (ILS). Specifically, it aimed to determine the appropriate approaches in response to the students’ learning styles, and the relationship between and among the variables of the study. Method: A quasi- experimental research design was employed in this study using online survey as the method of data collection. Descriptive statistical analysis was employed to analyse the data using Microsoft Office Excel 2013 and IBM Statistical Package for Social Sciences Statistics. Pearson’s correlation coefficient investigated the relationship between and among the independent and dependent variables, while t-test and one-way ANOVA tested for significant difference among groups. Results: There were 124 out of 168 students who participated in the study making the overall response rate at ~74%. The most prevalent learning style among the millennial pharmacy students enrolled in De La Salle Medical and Health Sciences Institute, College of Pharmacy is application- directed (3.85±0.46), followed by reproduction-directed (3.81±0.45), undirected (3.73±0.49) and lastly meaning-directed (3.52±0.54). The students’ perceived grades were significantly reflected by their learning styles. Conclusion: Results of this study may be used in increased capitalising and development of the learning style profile of millennial pharmacy students to application-directed approaches. Instructional approaches, designs and strategies must cater to how students learn effectively and strategically, and consider all possible governing factors that affect learning styles of students.

scholarly journals Student’s Learning Style and Achievement after Being Taught Contextually

2021 ◽  
Vol 6 (SI4) ◽  
pp. 103-107
Author(s):  
Zulkarnain Md Amin ◽  
Nafisah Kamariah Md Kamaruddin ◽  
Norziha Che Him ◽  
Ahmad Badruridzwanullah Zun
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Engineering Students ◽  
Publishing House ◽  
Digital Learning ◽  
Significance Level ◽  
Significant Difference ◽  
Quasi Experimental ◽  
International Publishing ◽  
Open Access Article

Contextual learning combines examples taken from everyday experience. The purpose of this research is to identify whether learning contextually will improve students' achievement. A quasi-experimental design used. The engineering students were divided into contextual and non-contextual groups. The Neuro-Linguistics Programming (NLP) VAKD Preferred Representational Systems Test shows, majority of both groups use auditory digital learning styles. There is a significant difference at a significance level of .05, in the achievement test where the contextual groups performed better. The majority of the students in both groups are auditory digital learning styles, learning statistics contextually is an effective method for engineering students. Keywords: NLP VAKD, learning styles, statistics, contextual eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2908

scholarly journals THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION TO IMPROVE STUDENTS’ MULTI-REPRESENTATION ABILITY

2019 ◽  
Vol 8 (1) ◽  
pp. 21 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Nizaruddin Nizaruddin ◽  
Farida Nursyahidah ◽  
Nurina Happy
Keyword(s):  
Mathematics Education ◽  
Experimental Design ◽  
Learning Process ◽  
Realistic Mathematics Education ◽  
Student Responses ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
And Control ◽  
Essay Test ◽  
Better Than

This research aimed to evaluate the effectiveness of Realistic Mathematics Education (RME) to improve students' multi-representation ability. A quasi-experimental design was used in this research. Sixty-four samples from the seventh-grade students of Junior School were randomly selected and divided into two classes: experimental class was treated using RME and control class was treated using conventional learning, with each class consisting of thirty-two students. The essay test was used to measure the multi-representation ability of students and the questionnaire was used to measure students' responses in RME learning. The data from the essay test were analyzed by N-Gain test and t-test in which normality and homogenity test were conducted previously, while the students' learning completeness and student responses were presented descriptive quantitative. The result of the research concluded that the multi-representation ability of students who get RME learning is better than the multi-representation ability in students who get conventional learning. 87.25% of students who get RME learning with the developed device have completed the KKM, and many students are very enthusiastic and interested in RME based learning, thus increasing their learning spirit in a learning process.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TSTS–NHT DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENGANTAR BISNIS

2019 ◽  
Vol 12 (1) ◽  
pp. 88
Author(s):  
Mendarissan Aritonang ◽  
Abdul Hamid K ◽  
Julaga Situmorang
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Random Sampling ◽  
Business Students ◽  
Learning Model ◽  
Learning Models ◽  
Quasi Experimental ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar pengantar bisnis mahasiswa yang diajar dengan model pembelajaran kooperatif tipe TST lebih tinggi dari mahasiswa yang diajar dengan model pembelajaran kooperatif tipe NHT. (2) Untuk mengetahui hasil belajar  pengantar bisnis mahasiswa yang memiliki gaya belajar teoritis dan mahasiswa yang memiliki gaya belajar pragmatis. (3) Untuk mengetahui interaksi antara model pembelajaran kooperatif dengan gaya belajar  terhadap hasil belajar pengantar bisnis. Penelitian ini dilaksanakan di Universitas Methodist Indonesia. Populasi berjumlah 180 orang. Pengambilan sampel dilakukan dengan cluster random sampling. Metode penelitian kuasi eksperimen dengan desain faktorial 2 x 2 dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar pengantar bisnis mahasiswa yang diajarkan dengan model pembelajaran kooperatif tipe TSTS lebih tinggi dari pada hasil belajar pengantar bisnis mahasiswa yang diajarkan dengan model pembelajaran kooperatif tipe NHT; (2) hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar teoritis lebih tinggi dari pada hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar pragmatis; (3) terdapat interaksi antara model pembelajaran kooperatif dengan gaya belajar  dalam mempengaruhi hasil belajar mahasiswa.  Kata Kunci: model pembelajaran kooperatif, TST, NHT, gaya belajar, pengantar bisnis.  Abstract: This study aims: (1) To find out the introductory learning outcomes of business students who are taught with the cooperative learning model of the TST type are higher than students who are taught with the cooperative learning model of the NHT type. (2) To find out the introductory learning outcomes of business students who have theoretical learning styles and students who have pragmatic learning styles. (3) To determine the interaction between cooperative learning models with learning styles on introductory business learning outcomes. This research was conducted at the Methodist University of Indonesia. The population is 180 people. Sampling was done by cluster random sampling. Quasi-experimental research method with 2 x 2 factorial design followed by inferential statistics using two-way ANAVA with a significant level α = 0.05 followed by the Scheffe test. The results showed: (1) the results of introductory business learning students who were taught with the cooperative learning model type TSTS were higher than the results of introductory business learning students who were taught with the NHT type cooperative learning model; (2) the results of introductory business learning students who have theoretical learning styles are higher than the results of introductory business learning students who have pragmatic learning styles; (3) there is an interaction between cooperative learning models and learning styles in influencing student learning outcomes. Keywords: cooperative learning model, TST, NHT, learning style, business introduction.

scholarly journals Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatchul Mu’in ◽  
Rosyi Amrina ◽  
Rizky Amelia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Reflective Learning ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
English Major ◽  
Tongue Twister ◽  
Teaching Pronunciation

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

scholarly journals The Effect of Realistic Mathematics Education on Sixth Grade Students’ Statistical Thinking

2021 ◽  
Vol 14 (1) ◽  
pp. 76-90
Author(s):  
Bedriye ALTAYLAR ◽  
Sibel KAZAK
Keyword(s):  
Mathematics Education ◽  
Sixth Grade ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Statistical Thinking ◽  
Mathematics Textbook ◽  
Realistic Mathematics ◽  
Sixth Grade Students ◽  
Quasi Experimental ◽  
Thinking Processes

Abstract: Purpose of the study is to investigate the effectiveness of the use of Realistic Mathematics Education (RME) approach on sixth grade students’ statistical thinking levels. Mooney’s (2002) statistical thinking framework describing four thinking levels across four different statistical thinking processes was used. This study utilized a quasi-experimental pretestposttest design. In the experimental group, the data handling unit was taught using RME approach whereas in the control group lessons were taught traditionally using a mathematics textbook and direct instruction. A statistical thinking test composed of seven open-ended questions was prepared and applied to both groups as pretest and posttest. The change of students’ statistical thinking levels in pretest and posttest were analyzed and compared in both groups as well as between groups. The data analysis showed that the overall growth at Level 4 across statistical thinking processes was higher for the students who were taught using the RME approach than for those taught traditionally.

scholarly journals The Effect of Teaching Techniques and Learning Styles to Improve Students’ Speaking Skill

2018 ◽  
Vol 1 (2) ◽  
pp. 48-59
Author(s):  
Rani Dewi Yulyani
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Role Play ◽  
English Department ◽  
Teaching Techniques ◽  
Speaking Test ◽  
Significant Difference ◽  
Speaking Skill

This research aims, firstly, to analyze the significant effect of role-play and discussion techniques on the students’ speaking skill. Secondly, to analyze the significant difference of the students who are holistic learners with those who are sequential learners regarding their speaking skill. Thirdly, to discuss the interaction regarding the teaching techniques and learning style concerning the students’ speaking skill. The objects of the research were two classes of English department students, Universitas Pamulang (UNPAM). The instruments used were the speaking test and questionnaires. The method of the data analysis was quantitative using SPSS 20. The result of the research shows, firstly, there was a significant effect of the role-play technique and discussion on the students’ speaking skill. Secondly, there was no significant difference concerning the students who are holistic learners with those who are sequential learners, regarding the speaking skill. Thirdly, there was no interaction between teaching techniques and learning styles in relation with students’ speaking skill.

scholarly journals Komparasi Tingkat Hasil Belajar Berdasarkan Gaya Belajar Visual, Auditorial, dan Kinestetik

2021 ◽  
Vol 3 (1) ◽  
pp. 37-48
Author(s):  
Nastiti ◽  
Wahyu Rika Agustin
Keyword(s):  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Significance Level ◽  
Ex Post ◽  
Significant Difference ◽  
Good Learning

The purpose of the study was to determine whether there was a difference between learning outcomes based on VAK learning styles (visual, auditory, kinesthetic) in Integrated Social Studies subjects for seventh grade students of SMP Negeri 1 Patianrowo. Researchers used a comparative quantitative approach with a comparative causal design or ex post facto. The population in the study were all students of class VII, amounting to 295 students and the sample was 59 students taken from class VII H and I. The sample was taken using simple random sampling technique. The study used a questionnaire and documentation as data collection instruments. While the data analysis technique used kruskal wallis. The results showed that good learning outcomes based on visual learning styles were 20%, low learning outcomes were 60%, and moderate learning outcomes were 20%. Furthermore, good learning outcomes based on auditory learning styles are 68%, low learning outcomes are 3%, and moderate learning outcomes are 29%. Finally, good kinesthetic learning outcomes are 22%, low learning outcomes are 73%, and low learning outcomes are 5%. Based on these results, it can be concluded that there is a significant difference in learning outcomes based on learning styles using the VAK learning style in Integrated Social Studies subjects class VII SMP Negeri 1 Patianrowo. This can be seen from the sig value. namely 0.000 <from the significance level of 5% (0.05).

scholarly journals Differences in medical student performance on examinations: exploring score variance between Kolb's Learning Style Inventory classifications

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Quentin J. Reynolds ◽  
Kurt O. Gilliland ◽  
Katie Smith ◽  
Joshua A. Walker ◽  
Gary L. Beck Dallaghan
Keyword(s):  
Medical Student ◽  
Experiential Learning ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Public University ◽  
National Board ◽  
Learning Style Inventory ◽  
Significant Difference ◽  
Medical Examiners

Abstract Background Kolb’s Cycle of Learning Theory acts as a foundational framework for the evolution of knowledge gained by learners throughout their education. Through Kolb’s cycle of experiential learning, one’s preferred way of learning could impact academic achievement in the pre-clinical years of medical education. Methods The medical student classes of 2020 and 2021 at a public university in the southeastern U.S. were invited to complete Kolb’s Learning Style Inventory (LSI). For those participants completing the LSI, examination results for their pre-clinical blocks were obtained and matched to the LSI results. Examination scores (locally-developed examinations and customized National Board of Medical Examiners (NBME) final examinations) were compared by LSI classification for each examination using Kruskal-Wallis Test. Results Out of 360 possible participants, 314 (87.2%) completed the Learning Style Inventory. Convergers and Assimilators made up 84.1% [Convergers (n = 177, 56.4%), Assimilators (n = 87, 27.7%)]. Accommodators (n = 25, 7.9%) and Divergers (n = 25, 7.9%) made up the remaining sample. Accomodators’ scores were significantly lower on locally-developed examinations in Principles of Medicine, Hematology, and Gastrointestinal System. The only NBME examination that demonstrated a significant difference across learning styles was from the Cardiovascular block. Conclusions Upon reviewing Kolb’s LSI, our study indicated that performance on the customized NBME examinations minimized the variance in performance compared to locally-developed examinations. The lack of variance across learning styles for all but one NBME final examination appears to provide a more equitable assessment strategy.

scholarly journals Exploring the Impact of VAK Learning Style on Teenager Level Language Learners in Indonesia

2019 ◽  
Vol 10 (4) ◽  
pp. 807
Author(s):  
Rina Asrini Bakri ◽  
M. Asfah Rahman ◽  
Baso Jabu ◽  
Jassruddin Jassruddin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Language Learners ◽  
Sampling Technique ◽  
Learning Capability ◽  
Significant Difference ◽  
Before And After ◽  
English Speaking ◽  
The Impact ◽  
Speaking Skills

This study aims at finding out whether Visual Auditory Kinesthetic (VAK) learning styles improve the It presents pre experimental design  to see the impact of  VAK learning style with one group pre-tested and post-tested, employing oral testing. The target group of this study was teenager level language learners at a school in Makassar Indonesia in the 2015/2016 academic year. Twenty nine students with average speaking ability participated in this study. A purposive sampling technique was used to recruit participants.  The data was collected through an oral proficiency. The results of the data analysis indicated that there was a significant difference in the students’ English speaking skills before and after being trained using the VAK learning style. Results indicated that post-test was greater than pre-test in accuracy, fluency, comprehensibility. Based on the result of analysis can be concluded that the adoption of the VAK learning style can improve the English speaking skills and the methodology can be used as a preliminary strategy to assess students’ learning capability.

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