scholarly journals Kecenderungan Gaya Belajar Mahasiswa dalam Mengikuti Implementasi Penugasan Dosen Sekolah

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Adi Sumarsono ◽  
Nyoman Widiantari ◽  
Etriana Meirista
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Quantitative Descriptive ◽  
Basic Course ◽  
The Given ◽  
Student Learning Styles

Proses perkuliahan dapat tercapai sesuai arahan kurikulum jika interaksi antara ilmu yang diberikan dan respon penerima dapat terjadi nyata secara linier. Tujuan dari penelitian ini adalah mendeskripsikan kecenderungan gaya belajar mahasiswa saat mengikuti perkuliahan pada program Penugasan dosen Sekolah (PDS) pada mata kuliah kepalatihan dasar. Metode yang digunakan dalam penelitian ini adalah deskriptif kuantitatif. Subyek yang dilibatkan dari penelitian ini sebanyak dua kelas yang terdiri dari masing-masing kelas sebanyak 32 mahasiswa. Instrumen yang digunakan dalam penelitian ini adalah angket skala belajar, wawancara dan dokumentasi. Aspek yang hendak diukur dalam penelitian ini meliputi tiga aspek yaitu, gaya belajar visual, gaya belajar auditori dan gaya belajar kinestetik. Hasil penelitian ini adalah terdapat kecenderugan gaya belajar mahasiswa di jurusan pendidikan jasmani kesehatan dan rekreasi dalam mengikuti perkuliahan Implementasi PDS. Adapun hasil dari penelitian ini dapat dijelaskan bahwa gaya belajar visual sebesar 38,30%, sedangkan gaya belajar auditori sebesar 53,55% dan juga gaya belajar kinestetik mahasiswa sebesar 96,30%. Dari hasil penelitian ini dapat disimpulkan bahwa mahasiswa pada jurusan PJKR UNMUS lebih cenderung suka dan mudah dalam memahami jika materi yang disampaikan dalm bentuk di keterampilan yang langsung dipraktekkan dari pada menggunakan gaya belajar yang mempunyai kecenderungan selain kinestetik.  Tendency of  Student Learning Styles in Attending the Implementation of School Lecturer Assignments AbstractThe lecture process can be achieved according to curriculum direction if the interaction between the given knowledge and the recipient's response can occur linearly. The purpose of this study is to describe the tendency of student learning styles when attending lectures in the School Lecturer Assignment (PDS) program in basic course subjects. The method used in this research is quantitative descriptive. Subjects involved in this study were as many as two classes consisting of each class of 32 students. The instruments used in this study were study scale questionnaires, interviews and documentation. The aspects to be measured in this study include three aspects namely, visual learning style, auditory learning style and kinesthetic learning style. The results of this study are there are trends in student learning styles in the physical health and recreation education majors in attending PDS Implementation lectures. The results of this study can be explained that the visual learning style is 38.30%, while the auditory learning style is 53.55% and also the kinesthetic learning style is 96.30%. From the results of this study it can be concluded that students in the UNMUS PJKR majors are more likely to like and easily understand if the material delivered preformance in the form of skills that are directly practiced rather than using learning styles that have trends other than kinesthetic.  

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 > Ftable = 3.62 > 3,42, where the kinesthetic learning style has higher mathematical connection ability than auditory and visual learning styles.

Identifikasi Gaya Belajar Mahasiswa Pendidikan Jasmani Kesehatan dan Rekreasi (PJKR) IKIP Budi Utomo Malang

2019 ◽  
Vol 25 (2) ◽  
pp. 6-11
Author(s):  
Ahmad Ilham Habibi ◽  
Tri Asih Wahyu Hartati ◽  
Purwaning Budi Lestari
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Learning And Teaching ◽  
Kinesthetic Learning ◽  
Study Programs ◽  
Qualitative Descriptive ◽  
Student Learning Style ◽  
Student Learning Styles

Lecturers must know and understand the characteristics and learning styles of their students so that their interactions can take place well in the learning and teaching process. However, in reality in the field most of the Lecturers are Educational Study Programs Physical Health and Recreation (PJKR) does not yet know and understand student learning styles optimally. Therefore this study aims to determine the tendency of PJKR student learning styles at IKIP Budi Utomo Malang. This research is a qualitative descriptive study.The instruments of this study were student learning style questionnaires, interview guidelines for lecturers and interview guidelines for students. The results showed that the most dominant PJKR student learning style was the visual learning style with a total of 98 students (63.23%). The next dominant student learning style is the kinesthetic learning style with a total of 23 students (14.84%).The conclusion of this study is that most PJKR students have a visual learning style and some others have kinesthetic learning styles.

scholarly journals Profil Kemampuan Representasi Siswa Dalam Memecahkan Masalah Matematika Ditinjau Dari Gaya Belajar

2021 ◽  
Vol 11 (1) ◽  
pp. 15-28
Author(s):  
Aula Amalia ◽  
Nurina Happy ◽  
FX Didik Purwosetiyono
Keyword(s):  
Qualitative Research ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
School Students ◽  
Verbal Representation ◽  
Kinesthetic Learning ◽  
Analysis Technique ◽  
Student Learning Styles

This study aims to determaine the profile of the representation ability of juniorhigh school students in terms of learning styles. This type of research wasdescriptive qualitative research. The subjects taken were three junior highschool students of eight grade, each of whom had a visual learning style, andauditory learning style, and kinesthetic learning style. The data was collectedusing a learning style scale, written tests, interviews and documentation. Thedata analysis technique was carried out in 3 stages, reduction, datapresentation, and drawing conclucions or verification. The validity of the dataused time triangulation, comparaing the results of the representation abilitytest with the results of interviews in the first and second stages. The analysiswas developed based on indicators of representational ability by taking inroaccount student learning styles. Based on the results of the analysis, it isknown that subjects with visual, auditory and kinesthetic learning styles havelow verbal representation abilities. 

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 FACILITATING LEARNING STYLES IN ELEMENTARY SCHOOL STUDENTS

2019 ◽  
Vol 1 (2) ◽  
pp. 514
Author(s):  
Widia Indra Kartika ◽  
Syifa Lailatul Mutmainnah ◽  
Nurlia Agustina ◽  
Moh Salimi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Process ◽  
Visual Learning ◽  
School Students ◽  
Auditory Learning ◽  
Visual Learners ◽  
Auditory Learners ◽  
Student Learning Styles

<p><em>Educators need to understand student learning styles so that the delivery of material or the learning process becomes smooth and successful. Educators need to understand also ways to facilitate students according to learning styles. The purpose of this study is to (1) describe student learning styles; (2) describe ways to facilitate student learning styles. The results of this study are: (1) learning style is a learning process of students in accordance with their skills and abilities which consist of visual learning styles, auditory learning styles, and kinesthetic learning styles. (2) ways to facilitate visual learners through vision or depiction, auditory learners learn through hearing, and kinesthetic learners learn through motion or touch.</em></p>

scholarly journals Gaya Belajar Mahasiswa Thailand di Universitas Islam Riau

GERAM ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 27-34
Author(s):  
Muhammad Mukhlis
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Students ◽  
Visual Learning ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Lecture Material ◽  
Lecture Method ◽  
Good Learning

Learning styles are the ways, attitudes, and habits undertaken by students to gain comfort in learning. In this case, the researcher analyzed the foreign students’ learning style from Thailand who are studying at the Islamic University of Riau. The result of study showed that foreign students’ learning style from Thailand tended to use Kinesthetic learning style. This was based on research findings, learning style that has the highest value of kinestetik with an average of 84.6%, followed by an auditory learning style with an average of 76.9% and then visual learning style with an average of 61.5 %. As the findings in research are: First, for visual learning style students prefered to use the media in the lecture process. They were more able to concentrate when the lecturer explains the lecture material when looking at the face. Students could not memorize the material while listening to music. Students understood the material written on the board rather than read more quickly. Second, for auditory learning style, students prefered their lecturers by using lecture method. Students more easily remembered well the lecture material during the discussion. Students will lose concentration, when they heard a noise. Students prefered to discuss with friends if they find problems learning. Third, for students' kinesthetic learning styles along with. Students were more interested in lectures that are in practice. Students memorized the material while walking more dominant. when studying students could not read quickly. The findings could certainly be an input for educators in order to absorb, organize, and suit the learning strategies with learning styles, so as to show good learning outcomes and will be in accordance with lecture objectives

scholarly journals Kemampuan literasi matematika siswa SMP ditinjau dari gaya belajar

2017 ◽  
Vol 10 (2) ◽  
pp. 222-240
Author(s):  
Muhammad Syawahid ◽  
Susilahudin Putrawangsa
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Mathematical Literacy ◽  
Wrong Answer ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Mathematics Literacy ◽  
Level 3 ◽  
Math Literacy

[Bahasa]: Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kemampuan literasi matematika siswa ditinjau dari gaya belajar. Penelitian ini dilaksanakan di SMPN 1 Mataram kelas VII. Subjek dalam penelitian ini adalah 3 siswa dari 82 siswa kelas VIIIA dan VIIIB yang masing-masing memiliki gaya belajar auditori, visual dan kinestetis. Penelitian ini menggunakan pendekatan kualitatif. Instrumen yang digunakan yaitu angket gaya belajar dan tes kemampuan literasi matematika. Data dianalisis secara deskriptif untuk menggambarkan hasil tes literasi matematika siswa. Hasil penelitian menunjukkan bahwa: 1) Siswa dengan gaya belajar auditori memiliki kemampuan literasi matematika level 4, yang ditunjukkan dengan kemampuan mereka dalam menyelesaikan soal literasi matematika level 4 (soal nomor 1 dan 2) meskipun mereka kesulitan dalam menyelesaikan soal literasi matematika dengan level 3 (soal nomor 3 dan 4). 2) Siswa dengan gaya belajar visual memiliki kemampuan literasi matematika level 3 yang ditunjukkan dengan kemampuan mereka dalam menyelesaikan soal literasi matematika level 3 (soal nomor 3 dan 4) dan tidak mampu menyelesaikan soal literasi matematika level 4 (soal nomor 1 dan 2). 3) Siswa dengan gaya belajar kinestetis memiliki kemampuan literasi matematika level 4 yang ditunjukkan dengan kemampuan mereka dalam menyelesaikan soal literasi matematika level 4 (soal nomor 1) dan level 3 (soal nomor 3 dan 4). Pada soal nomor 2 (level 4) siswa dengan gaya belajar kinestetis kurang teliti sehingga jawaban yang dihasilkan salah.  Kata kunci: Literasi Matematika; Gaya Belajar; Auditori; Visual; Kinestetis [English]: This research aims to describe and analyze student’s mathematic literacy referring to learning style. This research was conducted at SMPN 1 Mataram for VIII class. The subjects are 3 students from 82 students of class VIIIA dan VIIIB who respectively have auditory, visual and kinesthetic learning style. The method used in this research is qualitative. Instruments used in this research are a questionnaire of learning style and tests of mathematical literacy. Data analysis was conducted descriptively to portray students’ mathematics literacy referring to learning styles. This research shows that: 1) The students with auditory learning style are in the 4th level of mathematical literacy, it is indicated by their ability in solving 4th level math literacy problem (question 1 and 2) although they have difficulties in solving 3th level math literacy problem (questions 3 and 4). 2) The students with visual learning styles are in 3rd level of mathematical literacy indicated by their ability to solve 3rd level math literacy problems (questions 3 and 4) and can’t solve the 4th level math literacy problem (questions 1 and 2). 3) The students with kinesthetic learning styles have 4th level of mathematical literacy shown by their ability to solve 4th level of math literacy problems (question 1) and 3rd  level (question 3 and 4). They are less accurate in solving question 2 (4th level) so as they have wrong answer.  Keywords: Mathematics Literacy; Learning Style; Auditory; Visual; Kinesthetic

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 Kemampuan Menyelesaikan Soal Cerita Matematika Ditinjau Dari Gaya Belajar Siswa Kelas VII

2021 ◽  
Vol 1 (2) ◽  
pp. 202-211
Author(s):  
Eva Nurdiana ◽  
Ketut Sarjana ◽  
Muhammad Turmuzi ◽  
Sri Subarinah
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Story Problems ◽  
Test Question ◽  
Auditory Learning ◽  
Descriptive Research ◽  
Kinesthetic Learning ◽  
Analysis Technique ◽  
The Subject

This study aims to find out the ability to solve math story problems reviewed from the learning style of grade VII students. The type of research used is descriptive research with qualitative approach. The sample class was selected using cluster random sampling techniques and obtained 32 students who were taken 25% of the population, the sample was randomly taken 8 students from each class. The samples obtained were given a study style questionnaire in order to classify the sample into visual, auditorial and kinesthetic learning style categories. The sample that was the subject of the interview and the subject given the test question was selected based on the three categories of study style, which was taken randomly 20% of the sample of each learning style. Students' ability to solve math story problems is reviewed from known learning styles through analysis of students' answers in solving number material story questions and based on interview results. The analysis technique used is descriptive statistical analysis. From the results of the study obtained: The ability to solve math story problems of students with visual learning style, auditory learning and kinesthetic learning is  good criteria, less criteria,and less criteria.

scholarly journals MATHEMATICAL THINKING PROCESS IN GRAPH THEORY MATERIAL IN TERMS OF STUDENT LEARNING STYLES

2020 ◽  
Vol 4 (5) ◽  
pp. 1046
Author(s):  
Hetty Patmawati
Keyword(s):  
Graph Theory ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Mathematical Thinking ◽  
Visual Learning ◽  
Conceptual Thinking ◽  
Thinking Process ◽  
Thinking Processes ◽  
Student Learning Styles

This research is motivated by the lack of understanding  students have in working on graph theory material problems due to differences in students' thinking processes, and  student learning styles when studying discrete mathematics, which requires different thinking with Boolean algebra material. Each student has a different way of thinking skills and learning style. This study uses descriptive qualitative methods so that this study has the objective to find out how the students' mathematical thinking processes in working on graph theory material problems and what obstacles are experienced by students in terms of their learning styles. The focus of research in this study, namely to analyze mathematical thinking processes on graph theory material in terms of student learning styles. The instruments in this study were researchers and also graph theory test questions that were used to view students' thought processes. The research subjects were 5 semester students, as many as 3 people with visual, auditory and kinesnetik learning styles. Then given the problem of graph theory as much as 2 questions, one question in the form of text and another in the form of images. The results show that students with visual learning styles tend to be included in students who have a conceptual thinking process, students with auditory learning styles tend to be included in students who have semi-conceptual thinking processes, while students with kinesthetic learning styles, including students who have computational thinking process . Barriers experienced by students include the lack of understanding of the basic concepts of graph theory and the trajectories and trajectories of Euler and Hamilton.

Sign in / Sign up

Export Citation Format

Share Document