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

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

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

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

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

scholarly journals Penerapan pembelajaran matematika realistik pada mata kuliah matematika II ditinjau dari gaya belajar mahasiswa Teknik Sipil

2021 ◽  
Vol 9 (2) ◽  
pp. 84
Author(s):  
Bq. Malikah Hr ◽  
Sukandi Sukandi ◽  
Ni Putu Ety Lismaya Dewi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Realistic Mathematics

The research aims to know the effect of realistic mathematics learning in mathematics-II courses seen from the learning styles of Civil Engineering students. This type of research uses a quasi-experimental with a 2 x 3 factorial design. The sample consists of 30 second-semester students of Civil Engineering of Mandalika university of Education. The instruments in the research were a learning style questionnaire and an essay test that contained questions for mathematics II courses. The test of data analysis using two-way analysis of variance. The results showed that the learning method and learning style had a significant effect on student learning outcomes in mathematics II courses. The influence of learning methods was 26.8% and the influence of student learning styles was 37.8%. Based on the marginal average, the average of students with realistic mathematics learning methods was 70.73 and the average of students with conventional methods was 65.93. In a class that was treated with realistic mathematics learning, the average of students with visual learning styles was 75.80, the average of students with auditory learning styles was 70.80 and the average of students with kinesthetic learning styles was 65.60. It was concluded that in mathematics II courses, the application of realistic mathematics learning was effective in improving student learning outcomes and students with visual learning styles had better learning outcomes than students with auditory and kinesthetic learning styles and students auditory learning styles had better learning outcomes than students with kinesthetic learning styles.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PKn SISWA

2018 ◽  
Vol 11 (1) ◽  
pp. 48
Author(s):  
Sudianto Panggabean ◽  
Efendi Napitupulu ◽  
Abdul Hasan Saragih
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Higher Learning ◽  
Test Results ◽  
Cooperative Strategy ◽  
Kinesthetic Learning

Abstrak: Tujuan penelitian ini adalah untuk mengetahui hasil belajar PKn antara siswa yang diajar dengan strategi kooperatif tipe jigsaw dan siswa yang diajar dengan strategi ekspositori, mengetahui perbedaan hasil belajar PKn antara siswa yang memiliki gaya belajar visual dan siswa yang memiliki gaya belajar kinestetik serta mengetahui apakah ada interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar PKn. Hasil pengujian menunjukkan bahwa siswa yang diajar dengan  strategi kooperatif tipe jigsaw memiliki hasil belajar PKn yang lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi ekspositori. Ini ditunjukkan dari Fhitung  = 5,31 > Ftabel(0,05) = 3,96. Siswa yang memiliki  gaya belajar visual akan memperoleh hasil belajar yang lebih tinggi daripada siswa yang memiliki gaya belajar kinestetik. Ini ditunjukkan dari Fhitung  = 40,27 > Ftabel (0,05) = 3,698. Terdapat interaksi antara strategi pembelajaran dan gay belajar siswa terhadap hasil belajar PKn. Ini ditunjukkan dari Fhitung  = 7,61 > dari Ftabel (0,05) = 3,698. Hipotesis telah menunjukkan bahwa siswa yang diajar dengan  stategi kooperatif tipe jigsaw akan mendapat hasil belajar yang lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi ekspositori. Siswa yang memiliki gaya belajar visual akan memberikan hasil belajar yang lebih tinggi jika diajarkan dengan strategi kooperatif tipe jigsaw dibandingkan siswa yang diajarkan dengan strategi ekpositori. Kata Kunci: strategi pembelajaran, gaya belajar, hasil belajar pkn Abstract: The purpose of this study was to determine Civics learning outcomes between students taught with a jigsaw cooperative strategy and students taught with an expository strategy, knowing the differences in Civics learning outcomes between students who have visual learning styles and students who have kinesthetic learning styles and know whether there is an interaction between learning strategies and learning styles on Civics learning outcomes. The test results show that students taught with a jigsaw cooperative strategy have higher Civics learning outcomes compared to students taught with an expository strategy. This is shown from Fcount = 5.31> Ftable (0.05) = 3.96. Students who have a visual learning style will get higher learning outcomes than students who have a kinesthetic learning style. This is shown from Fcount = 40.27> Ftable (0.05) = 3.698. There is an interaction between learning strategies and gay student learning towards Civics learning outcomes. This is shown from Fcount = 7.61> from Ftable (0.05) = 3.698. The hypothesis has shown that students who are taught with a jigsaw cooperative strategy will get higher learning outcomes than students taught with an expository strategy. Students who have a visual learning style will provide higher learning outcomes if taught with a jigsaw cooperative strategy compared to students who are taught by an expository strategy. Keywords: learning strategies, learning styles, learning outcomes

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

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

scholarly journals Students' Mathematical Connection Skills Reviewed From Learning Styles

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Ujang Suprianto ◽  
Heni Pujiastuti
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Mathematical Connections ◽  
Significant Difference ◽  
Mathematical Connection ◽  
Student Learning Styles

The purpose of this study is to determine the distribution of student learning styles, to determine the average mathematical communication skills that have Auditory, Visual, and Kinestatic learning styles. and to find out if there are significant differences in the ability of mathematical connections between students who have auditory, visual, and kinesthetic learning styles. This research was conducted at SMAN 17 Pandeglang in class XII MIPA. The instrument used was in the form of a learning style questionnaire and a test of mathematical connection abilities. This type of research is a comparative study with a quantitative approach. Based on the results of data processing, that the distribution of student learning styles is included in the Auditory learning style of 34% of students, Visual 46% of students, and Kinesthetic 19% of students. By using a scale of 0-50, the average mathematical connection ability of students is 29.58, whereas when viewed from each distribution of learning styles, the average mathematical ability of auditory students is 24.89, visual students 28.33, and kinestatic students 34,40. Based on the results of the analysis with the ANOVA test and t test (Dunnet) that there is a significant difference in the ability of students' mathematical connections between auditory, visual and kinesthetic learning styles with a significant level of ? = 0.05, and the results of the value of Fcount &gt; Ftable = 3.62 &gt; 3,42, where the kinesthetic learning style has higher mathematical connection ability than auditory and visual learning styles.

scholarly journals Pengaruh strategi pembelajaran, gaya belajar, sarana praktik, dan media terhadap hasil belajar patiseri SMK se-Gerbangkertasusila

2015 ◽  
Vol 5 (1) ◽  
pp. 88
Author(s):  
Siti Nurul Aini ◽  
Putu Sudira
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Student Learning Outcomes ◽  
Instructional Media

Penelitian ini bertujuan untuk mendeskripsikan pengaruh strategi pembelajaran, gaya belajar peserta didik, sarana praktik, dan media pembelajaran terhadap hasil belajar Patiseri di SMK SeGerbangkertasusila. Penelitian ini adalah penelitian expostfacto yang bertujuan untuk menjelaskan pengaruh strategi pembelajaran, gaya belajar peserta didik, sarana praktik, dan media pembelajaran terhadap hasil belajar Patiseri di SMK Se- Gerbangkertasusila.. Penelitian ini dilaksanakan di SMK Se-Gerbangkertasusila yang mempunyai program studi patiseri. Sampel penelitian ini sebanyak 337 siswa. Pengumpulan data melalui angket. Analisa data yang digunakan adalah analisi regresi dan korelasi dengan taraf kesalahan 0,05. Hasil penelitian ini adalah sebagai berikut. 1) Sebanyak 51,04% siswa berpendapat bahwa strategi pembelajaran di SMK Se-Gerbangkertasusila berkategori sedang; 65,58% siswa memiliki gaya belajar berkategori sedang; 53,71% siswa berpendapat bahwa sarana praktik berkategori sedang, 47,18% siswa berpendapat bahwa media pembelajaran berkategori sedang; dan 62,31% siswa memiliki nilai di rapor berkategori sangat tinggi. 2)Ada pengaruh positif dan signifikan antara strategi pembelajaran terhadap hasil belajar mereka (rx1y = 0,735; p< 0,005); ada pengaruh positif dan signifikan antara gaya belajar siswa terhadap hasil belajar(rx2y = 0,567; p< 0,005); terdapat pengaruh positif dan signifikan antara sarana praktik terhadap hasil belajar rx3y = 0,222; p< 0,005); terdapat pengaruh positif dan signifikan antara media pembelajaran terhadap hasil belajar (rx4y = 0,735; p< 0,005); terdapat pengaruh positif dan signifikan secara bersama-sama antara strategi pembelajaran, gaya belajar, sarana praktik, dan media pembelajaran terhadap hasil belajar (rx1,x2,x3,x4,y = 0,749; p< 0,005). THE EFFECT OF STUDENT’S LEARNING STRATEGIES, LEARNING STYLES, PRACTICE FACILITIES, AND MEDIA ON LEARNING OUTCOMES OF VOCATIONAL PASTRY AND BAKERY IN GERBANGKERTASUSILAAbstractThis study aimed to describe the effect of student’s learning strategies, learning styles , practice facilities, and instructional media on learning outcomes in vocational pastry and bakery in Gerbangkertasusila.This research is expostfacto research to describe effect of student’s learning strategies, learning styles , practice facilities, and instructional media on learning outcomes in vocational pastry and bakery in Gerbangkertasusila.. This research was conducted at SMK Gerbangkertasusila having patiseridepartment. The sample was 337 students establised using a questionnairetechnique. The data were collected through questionnaires. Data analyze using correlation and regretation with correction 0,05. The results of the study are as follows :1) As many as 51.04 % of students found learning strategies in SMK Gerbangkertasusila being in a fair category; 65.58 % students have a moderate learning style category, 53.71 % of students found the practicum facilitiesbeing in afaircategory; 47.18 % of students found the instructional media being in afaircategory and 62.31 % of students have veryhigh grades in their report books.2) There is a positive and significant correlation between the learning strategies on student learning outcomes in patiseriCatering Skills Program SMK Gerbangkertasusila (rx1y = 0.735, p < 0.005); there a positive and significant correlation between students’ learning styles on learning their outcomes (rx2y = 0.567, p < 0.005), there is a positive and significant correlation between the practicum facilities on students learning outcomes (rx3y = 0.222 , p < 0.005), there is a positive and significant correlation between instructional media on the students’ learning outcomes (rx4y = 0.735, p < 0.005), there is a positive and significant effect oflearning strategies, learning styles, practicum facilities, and instructional media in aggregate on the students’ learning outcomes (rx1,x2,x3,x4,y = 0.749, p < 0.005).

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

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

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

scholarly journals Effect of Problem Based Learning (PBL) Learning Strategies and Student Learning Styles on PKn Learning Outcomes of Grade V Students of Elementary School Experimental District of Kota Medan

2020 ◽  
Vol 3 (1) ◽  
pp. 404-410
Author(s):  
Ramiyah Ramiyah ◽  
Reh Bungana Beru Perangin Angin ◽  
Yusnadi Yusnadi
Keyword(s):  
Elementary School ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Citizenship Education ◽  
Visual Learning ◽  
Mean Difference ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Significant Difference

The problem in this study is the low learning achievement of Pancasila and Citizenship Education. The purpose of this study was to determine the effect of learning styles on the Learning Outcomes of Pancasila and Citizenship Education. The type of research used is a 2x2 factorial design study. The population of this study amounted to 60 students and the sample was taken as a whole from the total population of 60 people consisting of 30 from class Va and 30 from class Vb Elementary School Experiment in Medan. Data collection techniques using questionnaires (questionnaires) and tests. Data analysis techniques used product moment correlation and Statistical Product and Service Solutions (SPSS) programs. The results obtained indicate that the value of students who have a visual learning style has a difference with students who have auditory learning styles with a sig value of 0.000 and a mean difference of 4.5756. Between students who have a visual learning style, have a significant difference with students who have kinesthetic learning styles, with a sig value of 0.002 and a mean difference of 4.4940. Between students who have auditory learning styles did not have a significant difference with students who have kinesthetic learning styles, with a sig value of 0.998 and a mean difference of only 0.815. The results showed that there was a significant effect between learning styles on the learning outcomes of Pancasila and Citizenship Education in the fifth grade students of SD Negeri Experiment City Medan

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

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

scholarly journals PENGARUH METODE PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR HADITS SISWA KELAS VII MTS. PESANTREN AR-RAUDHATUL HASANAH MEDAN

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Kairul Anwar ◽  
Harun Sitompul
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Teaching Methods ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Study Data ◽  
Education Outcomes ◽  
Kinesthetic Learning ◽  
Quasi Experimental

Abstrak: Tujuan penelitian ini adalah untuk mengetahui apakah hasil belajar siswa yang diajarkan dengan metode pembelajaran hypnoteaching lebih tinggi dari siswa yang diajarkan dengan metode pembelajaran ekspositori, hasil belajar Hadits siswa yang memiliki gaya belajar visual lebih tinggi dari siswa yang memiliki gaya belajar kinestetik, dan interaksi antara metode pembelajaran dan gaya belajar dalam memberikan pengaruh terhadap hasil belajar Hadits. Metode penelitian menggunakan quasi eksperimen dengan desain penelitian faktorial 2x2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikan α = 0,05. Temuan penelitian menunjukkan : (1) hasil belajar Hadits siswa yang diajar dengan metode pembelajaran hypnoteaching lebih tinggi dibandingkan siswa yang diajar dengan metode pembelajaran ekspositori, (2) hasil belajar Hadits siswa yang memiliki gaya belajar visual lebih tinggi dibandingkan dengan hasil belajar Hadits siswa yang memiliki gaya belajar kinestetik, dan (3) Terdapat interaksi antara metode pembelajaran dan gaya belajar dalam mempengaruhi hasil belajar Hadits siswa. Siswa yang memiliki gaya belajar visual memiliki hasil belajar lebih tinggi jika dibandingkan dengan siswa yang memiliki gaya belajar kinestetik yang di ajar dengan metode pembelajaran hypnoteaching. Kata Kunci: metode pembelajaran dan gaya belajar terhadap hasil belajar hadits Abstract: The purpose of this study was to determine whether the learning outcomes of students who are taught by the teaching methods hypnoteaching higher than students taught with methods expository, learning outcomes Hadith students who have a visual learning style higher than students who have a kinesthetic learning style, and interaction between teaching methods and learning styles in giving effect to the learning outcomes Hadith. The research method using a quasi-experimental design with a 2x2 factorial study. Data were analyzed using ANOVA two lanes on the significant level α = 0.05. The findings show: (1) the learning outcomes Hadith students who are taught by the teaching methods hypnoteaching higher than students taught with methods expository, (2) learning outcomes Hadith students who have a visual learning style more than in the learning outcomes Hadith students who have kinesthetic learning style, and (3) There is an interaction between teaching methods and learning styles in influencing student learning outcomes Hadith. Students who have a visual learning style education outcomes are higher when compared with students who have a learning style that kinesthetic learning methods in teaching with hypnoteaching. Keywords: teaching methods and learning styles on learning outcomes hadith

Sign in / Sign up

Export Citation Format

Share Document