Conception of spherical triangle in terms of learning styles

Ari Sriantini; Mega Teguh Budiarto; Yusuf Fuad

doi:10.33654/math.v6i1.779

Conception of spherical triangle in terms of learning styles

Math Didactic Jurnal Pendidikan Matematika ◽

10.33654/math.v6i1.779 ◽

2020 ◽

Vol 6 (1) ◽

pp. 1-11

Author(s):

Ari Sriantini ◽

Mega Teguh Budiarto ◽

Yusuf Fuad

Keyword(s):

Learning Styles ◽

Spherical Triangle

Penelitian ini bertujuan untuk mendeskripsikan konsepsi mahasiswa pada materi segitiga bola ditinjau dari gaya belajar. Konsepsi mahasiswa dideskripsikan berdasarkan identifikasi mahasiswa terhadap segitiga bola serta penerapan segitiga bola untuk menentukan jarak pelayaran dan haluan kapal dalam pelayaran. Representasi mahasiswa terhadap segitiga bola difokuskan pada menghitung besarnya bagian-bagian segitiga bola, penggunaan aturan-aturan segitiga bola untuk menghitung jarak dan haluan kapal dalam pelayaran. Penelitian ini merupakan penelitian eksploratif dengan pendekatan kualitatif. Subyek penelitian ini adalah mahasiswa semester I Program Studi Nautika yang bergaya belajar visual, auditori, dan kinestetik. Hasil penelitian menunjukkan bahwa terdapat perbedaan konsepsi antara mahasiswa yang bergaya belajar visual, auditori, dan kinestetik. Dosen diharapkan memiliki strategi yang tepat dalam menyampaikan materi perkuliahan, sehingga materi dapat dengan mudah dipahami oleh mahasiswa yang memiliki gaya belajar yang berbeda-beda.

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Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

Author(s):

Sarah M. Ginsberg

Keyword(s):

Qualitative Study ◽

Learning Styles ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classroom ◽

Traditional Learning ◽

Online Platform ◽

Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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