Gaya Belajar Mahasiswa Pendidikan Matematika Universitas Flores dalam Pemahaman Konsep Fungsi

The purpose of this research is to find out the dominant learning style of students of Department of Mathematic Education University of Flores in understanding the function concept and also to find out the correlation between gender and learning style. Furthermore, to determine the effect of learning styles on the learning outcomes of function materials. This type of research is qualitative and quantitative research. The results of this research is the majority of students of of Department of Mathematic Education University of Flores have Social group learning styles with 43.21%. On the other hand, the majority of mathematics education students are women, but this does not affect the choice of learning styles. In this study, learning styles affect student learning outcomes on the understanding of the functions concept with an F count is 16.978 greater than F table = 3.96. Keyword: Learning style, Function, Gender, Learning outcome

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PENGARUH GAYA BELAJAR MAHASISWA TERHADAP HASIL BELAJAR PADA MATAKULIAH TEORI EKONOMI MIKRO JURUSAN PIPS UIN MAULANA MALIK IBRAHUM MALANG

J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) ◽

10.18860/jpips.v3i2.6861 ◽

2017 ◽

Vol 3 (2) ◽

pp. 139

Author(s):

Luthfiya Fathi Pusposari

Keyword(s):

Social Sciences ◽

Data Analysis ◽

Learning Styles ◽

Learning Outcomes ◽

Learning Style ◽

Quantitative Research ◽

Student Learning Outcomes ◽

Microeconomic Theory ◽

Positive Effect

Microeconomic theory course is compulsory subjects that must be taken a student of Social Sciences Education in UIN Maulana Malik Ibrahim Malang. Field conditions, it was found that students who prefer other subjects contained in Social Sciences such as sociology, geography and history than economic subjects, it is condition makes the results need to be improved. Many factors determine the learning outcomes of students, one of which is a learning style that is used. The purpose of this study is describe the influence of learning styles on student learning outcomes at the course of microeconomic theory in PIPS UIN Maulana Malik Ibrahim Malang, while the type of research is quantitative research with data analysis using multiple linear regression. The results showed the influence of the learning styles of students in the course of microeconomic theory to the learning outcomes, partially and simultaneously there is a positive effect but not significant, so the study received Ho. This is possible because the students know learning style but is not accompanied by quantity and the quality of learning, and the views from there are as many models of determination values above 75% are influenced by other variables. Keywords: learning styles, microeconomic theory and learning outcomes

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Linking learning styles and learning on mobile Facebook

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i2.2038 ◽

2015 ◽

Vol 16 (2) ◽

Cited By ~ 13

Author(s):

Yu-ching Chen

Keyword(s):

Learning Styles ◽

Social Networking ◽

Learning Outcomes ◽

Learning Style ◽

Social Networking Sites ◽

Student Learning Outcomes ◽

Future Research ◽

Font Size ◽

And Gender ◽

Better Than

With continued development of related technologies, Web 2.0 has become an important site of learning innovation. In particular, social networking sites such as Facebook, which have become popular, have the potential to function as an educational tool enabling peer feedback, interaction, and learning in a social context. Preparing appropriate environments for learners with different needs is essential to learning in general and online learning in particular. Yet, in order to create such learning environments, educators must understand differences in students’ learning styles. Although some research focuses on the effects of individual differences such as age and gender on the use of social networking sites, experimental research related to students’ learning styles is still limited. This study used Kolb’s Learning Style Model to investigate differences in student learning outcomes and satisfaction using mobile Facebook for learning, according to learning style. Results showed that participants with “Assimilating” and “Diverging” learning styles performed better than those with “Accomodating” and “Converging” learning styles did and had higher self-efficacy, observational modelling and habit strength toward learning in mobile Facebook. The paper also makes suggestions for integrating mobile Facebook into class and recommendations for future research.

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The effect of CTL learning model and learning style on the historical learning outcomes

Harmoni Sosial Jurnal Pendidikan IPS ◽

10.21831/hsjpi.v7i1.29734 ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Inda Syahra ◽

Sarkadi Sarkadi ◽

Nurzengky Ibrahim

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Learning Style ◽

Visual Learning ◽

Sampling Technique ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Models ◽

Auditory Learning ◽

School Year

This study aims to obtain the influence of learning models and learning styles on historical learning outcomes. Students are given a CTL and conventional learning model by measuring visual learning styles and auditory learning styles. This type of research is a quantitative study using an experimental method with a 2 x 2 factorial design. The population is all students of class X 2019/2020 school year. The sampling technique used is multistage random sampling. Class X-A as an experimental class and grade X-B as a control class with a total of 70 students construct validity is analyzed by the correlation between items using Product Moment Correlation, and Cronbach's alpha formula tested reliability. The results showed that learning outcomes with the CTL learning model were higher than conventional learning models. While student learning outcomes using visual learning styles are more effective than auditory learning styles. There is a relationship between learning models with learning styles.

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PENGARUH CARA MENGAJAR GURU TERHADAP HASIL PRESTASI SISWA

JENTRE ◽

10.38075/jen.v1i1.4 ◽

2020 ◽

Vol 1 (1) ◽

pp. 19-23

Author(s):

Niar Yuniarti

Keyword(s):

Learning Styles ◽

Teacher Learning ◽

Learning Outcomes ◽

Learning Style ◽

Quantitative Research ◽

Teaching Style ◽

Visual Learning ◽

Secondary Data ◽

Research Subject ◽

Learning Achievement

The research departs from the belief that in addition to the teacher style in teaching the students, the teacher's learning style also affects the learning achievement students have gained. This research uses quantitative research. The research subject is 30 teachers of Madrasa in the Ministry of Religious Affairs who have followed a training. To support the research, questionnaire, interview, and observation were used as primary and secondary data. The results conclude that the teacher's learning style is much more visually compared to other styles of learning, the visual learning style focuses on vision. It shows that teacher learning styles have no correlation with the teacher's teaching style. In verificative analysis also gained the teacher's teaching style is lower to the student's learning outcomes.

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The Relationship Between Learning Styles with Learning Outcome and Scientific Literacy of Islamic Junior High School (MTs) Students in Mataram

Jurnal Ilmiah Mandala Education ◽

10.36312/jime.v7i3.2286 ◽

2021 ◽

Vol 7 (3) ◽

Author(s):

Siti Syifa’un Nufus ◽

Gito Hadiprayitno ◽

A Wahab Jufri

Keyword(s):

Learning Styles ◽

Student Learning ◽

Learning Outcomes ◽

Learning Style ◽

Learning Process ◽

Scientific Literacy ◽

Student Learning Outcomes ◽

Learning Outcome ◽

Effect Analysis ◽

The Relationship

Learning style is one of the important elements in the learning process of students. Information about student learning styles will help teachers design appropriate learning so that students can more easily absorb, organize, and process information during the learning process. Learning in accordance with the character of students in the class will create joyful learning and influences student learning outcomes and abilities, including scientific literacy. This study aims to investigate the relationship between learning styles with student learning outcomes and scientific literacy. This research is descriptive-experimental research. The population of this study was MTs students in Mataram and the subjects of this study were 55 students. In order to determine the tendency of student learning styles, the VARK learning style questionnaire (Visual, Auditory, Read/Write, and Kinesthetic) was developed. In order to assess the scientific literacy that consisted of scientific literacy multiple-choice test and to assess the learning outcome, the final score was employed. Analysis of the relationship between learning styles and the scientific literacy using bivariate correlation, while the effect analysis of learning styles on learning outcomes and scientific literacy using MANOVA and effect analysis of students' scientific literacy on learning outcomes using ANACOVA. The results of the study indicated that the trend of auditory and kinesthetic learning styles correlated significantly with students' scientific literacy (p <0.05), whereas visual and reading/writing learning styles did not significantly correlate (p> 0.05). The type of learning styles does not have a different effect on student learning outcomes and scientific literacy, but scientific literacy has a significant influence on learning outcomes (p <0.05).

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

Jurnal Pendidikan Vokasi ◽

10.21831/jpv.v5i1.6077 ◽

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).

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

Pedagonal : Jurnal Ilmiah Pendidikan ◽

10.33751/pedagonal.v5i2.3794 ◽

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.

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PENGARUH METODE PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN KEWARGANEGARAAN SISWA KELAS X SMK NEGERI 1 BALIGE

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v9i2.4906 ◽

2016 ◽

Vol 9 (2) ◽

Author(s):

Novalina Evodya Tumanggor ◽

Abdul Muin Sibuea

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Learning Style ◽

Civic Education ◽

Teaching Methods ◽

Citizenship Education ◽

Learning Method ◽

Education Students ◽

Auditory Learning ◽

Kinesthetic Learning

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Pendidikan Kewarganegaraan siswa yang diajar dengan metode pembelajaran simulasi lebih tinggi daripada hasil belajar Pendidikan Kewarganegaraan siswa yang diajar dengan metode pembelajaran ekspositori, (2) hasil belajar pendidikan kewarganegaraan siswa yang memiliki gaya belajar kinestetik lebih tinggi daripada siswa yang memiliki gaya belajar auditori, dan (3) interaksi antara metode pembelajaran dan gaya belajar dalam mempengaruhi hasil belajar Pendidikan Kewarganegaraan. Metode penelitian ini adalah kuasi eksperimen dengan desain faktorial 2 x 2. Teknik analisis yang digunakan adalah analisis varian dua jalur (ANAVA 2 x 2) dengan taraf = 0,05, dan diuji dengan menggunakan uji Tukey. Hasil penelitian menunjukkan bahwa: (1) Metode pembelajaran simulasi memberikan hasil belajar Pendidikan Kewarganegaraan siswa yang lebih baik bila dibandingkan dengan metode pembelajaran ekspositori; (2) Kelompok siswa yang memiliki gaya belajar kinestetik memperoleh skor hasil belajar Pendidikan Kewarganegaraan yang lebih baik bila dibandingkan dengan kelompok siswa yang memiliki gaya belajar auditori; (3) Terdapat interaksi antara metode pembelajaran dengan gaya belajar dalam mempengaruhi hasil belajar Pendidikan Kewarganegaraan. Kata Kunci: metode pembelajaran, gaya belajar, hasil belajar pendidikan kewarganegaraan Abstract: This study aims to determine: (1) the learning outcomes Citizenship Education students who are taught by the teaching methods of simulation is higher than the result of learning Citizenship Education students who are taught by the method of expository, (2) the learning outcomes of civic education of students who have a kinesthetic learning style higher than students who have auditory learning styles, and (3) the interaction between teaching methods and learning styles in influencing learning outcomes Citizenship Education. This research method is a quasi-experimental design with 2 x 2 factorial analysis technique used is the analysis of variance of two lanes (ANOVA 2 x 2) with a level of α = 0.05, and tested using Tukey test. The results showed that: (1) The learning method simulation results Citizenship Education students learn better when compared with expository teaching methods; (2) The group of students who have obtained a score of kinesthetic learning style Citizenship Education learning outcomes are better when compared with a group of students who have auditory learning style; (3) There is an interaction between the learning method with learning styles in influencing learning outcomes Citizenship Education. Keywords: teaching methods, learning styles, learning outcomes civic education

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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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Visual learning style-based chemistry mental model representation through transformative online learning

Journal of Physics Conference Series ◽

10.1088/1742-6596/2104/1/012023 ◽

2021 ◽

Vol 2104 (1) ◽

pp. 012023

Author(s):

A Winarti ◽

A Almubarak ◽

P Saadi

Keyword(s):

Learning Styles ◽

Mental Models ◽

Learning Style ◽

Chemistry Education ◽

Visual Learning ◽

Education Students ◽

Qualitative And Quantitative ◽

Chemistry Learning ◽

Kinaesthetic Learning ◽

Learning Concept

Abstract Analysis of learning styles is one of the main things teachers need to do before carrying out teaching. The study of learning styles can provide an overview of how a teacher designs a learning concept by students’ learning styles. The learning process will show students’ mental models with their respective learning styles so that these mental models become the primary material for how teachers develop students’ cognitive. This research aimed to describe students’ mental models in terms of students’ visual learning styles. The method used is descriptive with qualitative and quantitative approaches with transformative-based learning concepts. The research results show that chemistry education students for chemistry learning innovation courses only have visual learning styles of 71.43% and audio by 28.55% and do not have kinaesthetic learning styles. This research focuses on visual learning styles to see students’ mental models. The conclusion is that students still need cognitive strengthening, especially the ability to interpret phenomena at the sub microscopic level. With the visual learning style, students are expected to transform their cognitive so that they have mental structures and models relevant in theory and terminology.

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